DOCUHENT RESUME

ED 137 530 08 CE 010 396

TITLE Exploring Manufacturing Occupations. Instructorqs

Guide. The Manufacturing Cluster.
INSTITUTION Fairleigh Dickinson Univ., Rutherford, N.J.; New
Jersey State Dept. of Education, Trenton. Di7, of
Vocational Education.
SPONS AGENCY Office of Education (DHEW) Washington, D.C.
PUB DATE [76]
GRANT OEG-0-71-4687
, NOTE 171p.; For related documents spe CE 010 396-399
AVAILABLE FROM Superintendent of Documents, United States Government
Printing Office, WashingtonD. C. 20402 (Stock
Number 017-080-01658-3)

EDRS PRICE ME-$0.83 MC-$8.69 Plus Postage.

DESCRIPTORS Behavioral Objectives; Career Education;,*Career
Exploration; Curriculum Development; Curriculum
Guides; Instructional Materials; Job Skills;
*Learning Activities; *Manufacturing Industry;
Occupational Clusters; Resource Guides;'Secondary
Education; *Skill Development; Teaching-Guides;
Vocational Education

ABSTRACT
The major focus of this guide and its accompanying
student manual (CE 010 397) is to help the student understand the
manufacturing enterprise., (The guide and student manual-are part of a
manufacturing cluster series which addresses itself to career
awareness, orientation, exploration, and preparation.) Seven sections
are included. An overview of career education and manufacturing
history:is presentedin the first two sections along with a
discussion of the structure ofi.manufacturing, which is systems
-oriented in order to show interrelationships and to promote
understc,nding of it in:three highest common denominatorS--functions,
processes, and.products. Sections j and 4 describe the generalized
program development paradigmS and includes both instructional and
curriculum development models. Guidelines and a description of,an
exploration program in manufactLring occupations using the food and
. kindred products industry as ,an ekample are presented in sections 5
and 6. The last section contains the following 20 program product
categories, with each containing selected activities and experiences
and sources of information related to lunction: Ordnance and
Accestories; Tobacco Manufacturers; Textile Mill Products; Apparel'
and OLher Finished Fabric Products; Lumber and Wood Products;
Furnitureig: d ixtures; Paper and Allied industries; Printing,
Publishin lnd Allied' Industries; Chemicals and Allied ProduCts;
PetroleumJlefining and Related Industries; Rubber and Miscellaneous
Plastics; Leather and Leather Products; Primary Metal industries;
Fabricated Metal Products, Machinery and Transportation Equipment;
:Machinery, Except Electrical Equipment; Electrical'Machinery,
Equipment and Supplies; Transportation Equipment; and Professional
Scientific, and Control Instruments. (ED)

Documents acquixed by ERIC include many informal unpublished materials not available from other sources. ERIC makes ever
effort to obtain the best copy avlable. Nevertheless, items of marginal reproducibility axe often encountered wid this affects th
quality of the microfiche and hardeopy. reproductions ERIC makes avglable via the ERIC Document Reproduction Service (EDRS:
THE MANUFACTURING C: u,;TE:

EXPLO !NG

MANUFACTLI 11

OCCUPATIO, S
U S. DEPARTMENTOF HEALTH.
EOUCATIONA WELFARE
NAT )0NALM5MUTE OF
EDUCATION
DOcuMENT HAS PEEN ,JEHNO
OLKED EXACTL AS: RECEIVED PROM
PK_ PERSON 0 ORGAN!ZATI D N 61N
A TING IT POINTS OE VIEw Ori OPINIONS
VIA, LC) oo NOT NECENSMOLV QrPT-F
TUNT QL CICIAL NATiONAL INSTITUT!
F00f:Antor4 POSITIQN ON P0t_1(Y

INSTRUCT R GUIDE
 Developed .pursuant to grant No. OEG-0-71-46_
by the New Jersey State Department of Education
Division of Vocational Education
Trenton, New Jersey

Funded by the United States Office of Education under

Part I Curriculum Development in Vocational and Technical
Education, Vocational Education Amendments of 1968,
Public Law 90-576
/975

This document is __art of the Manufacturing Cluster Series

which addresses itself to career awareness, orientation, explora-
tion and preparation.

The series includes student manuals and instructor guides for

at the secondary level.

The list.of titles in this series is as follows:

Exploring Manufacturing Occupations: Student's Manual

Exploring Manufacturing Occupations: Instructor's Guide

Occupational Preparation - Inspection and Quality

Control: Student's Manual

Occupational Preparation - inspection and Quality

Control: Instructor's Guide

for sale by the Superintendent of Documents, United Sta es,

Government Printing Office, Washington, D.C. 20402

STOCK NO. 017- 0-01658-3

-ISCRIMINATION PROHIBITED-Title VI of the CiVil Rights Act of 1964
states: "No person in the United States, shall, on the ground Gf
race, color, or national origin,'be excluded from participation
in, be denied the benefits of, or be subjeetld to discrimination
under any,program or activity receiving federal financial, assis-
tance." Therefore, the Vocational Education program, like all
other programs or activities receiving financial assistance from
the Department of Health, Education, and Welfare, must be operated
in compliance with this law.

The project presented or reported herein was performed pursuant to

a grant from the United States'Office of Education, Department of
.Health, Education, and Welfare. However, "the opinions expressed
herein do not necessarily reflect the position or policy of the
United States Office of Education, and no official endorsement by
the United States Office of Education should be inferred.
 FOREWORD

This guide is directed towardthe United States Office of

Education emphasis on Career Education via a,cluster concept. The
Manufacturing Cluster is the area of presentation in this guide.

Manufacturing Enterprise contains considerable information

and data about careers, occupations, jobs, functions, processes,
products, related knowledges, skills and attitudes. It is diffi-
cult to detail all aspects of.the subject.

This project effort used the research mode due to the above
condition. Whether or not there is Career Education in the Manu-
facturing Enterprise is the main concern. Therefore, this guide
dwells on the first parameter of research, namely, understanding.
Further, Manufacturing Enterprise, singularly, was the object to
be understood. It was felt that be'fore much work went into.full
scale curriculum development and program operation, in either
Career Education and/or Manufacturing Enterprise, the under-
standing of the Manufacturing Enterprise was the prime requisite.
This postiere was taken as being necessary due to the attempted
linking of the human career dimension to and within this typical
enterprise. Because of the concentration on understanding, and,
in view of grant constraints and unavailability of proven
methodology to handle prediction-and control dimensions, this
guide is just that--a guide, not a'program.

The guide is arranged in order to,present an overview of

Career Education and manufacturing history in the first sections.
This is followed by a Structure of Manufacturing which is systems
oriented in order to show interrelationships and to promote
understanding of it in three highest common denominators, namely,
Functions, Processes and Products.

Next, the guide describes the generalized program development

paradigms and includes both instructional and curriculum develop
ment models. The next section deals with an Exploration Program
in Manufacturing Occupations using the Food and Kindred Products
industry, as an example. The last section of the guide lists
Product Categories, containing selected Activities and Experi-
ences ahd Sources of Information by category, related to function.

The Student Manual to be used with this Instructor Guide,

has the same general format on Career Education and Manufacturing.
The Student Manual then picks up at the Product Catego-v section
and is expanded in occupational information at specific levels.
The two publications should be utilized together in teaching
manufacturing occupations.
5
 The main reason that the guides were developed in this mode
was to allow the necessary prerequisite of understanding to be
addressed first. This,then can be taken by the school system and
support personnel conseirtia and be arranged and/or modified to
suit their purposes for Training, Education and/or Development.

The utilization of this guide should enable a school system

and its support personnel to begin development of relevant and
meaningful programs in the careers dimension of human resource
development using specific job-tasks developed in the Student
Manual.

major factor.to be considered in the use of this,guide is

that the models transcend cluster-approaches to describe the world
of work. Manufacturing Enterprise uses the.same types and kinds
of personnel, equipment and products as do nearly all other pre-
scribed clusters. The articulation between manufacturing and the
world becomes immediately evident when presented in the systems
format. It is felt that this will enable a much udder band of
exposure-exploration activities to be considered with a minimum of
structures and parameters interferring with the learning process.

It is.the prime purpose of this guide to promote under-

standing of the Manufacturing Enterprise. It is sincerely hoped
that it has accomplished this purpose.

John E. Radvany
_Deputy Assistant Commissioner
New Jersey Department of Education
Division of Vocational Education

6
 A- EDGEMENTS

As with any project encompassing such a diversified field as

Nhnufacturing Enterprises, this is the result of the efforts of
countless_persons'who have supplied the knowledge, .and the facts
upon which it rests. Philosophy, rationale, information, critique,
testing and change have been reviewed by special personnel who
worked on, or supplied information to this project.

To all the many advisory personnel and committeeJnembers,

sincere thanks are due. It is impossible to list them all and
delineate their contribution.

The Manufacturing Cluster_Series of which this is a part

represent§ an effort in curricUlum development by the United States
.

-fice of Education, the New Jersey Department_ of Education and:

Fairleigh Dickinson University.
 TABLE OF CONTENTS

Pagc

FOREWORD iii

ACIO:OWLH)G . . ............... . . . . .. .. . . ..

CAREER EDUCATION
INTRODUCTION 1
CAREER EDUCATION CONCEPT 2
CAREER EDUCAIION GOALS.... ............ ....... 2
SCOPE OF CAREER EDUCATION 2
PHASES OF CAREER EDUCATION. ... ......... ..64444 3
SUMMARY ...-... .. .. . . 6

THE MANUFACTURING ENTERPRISE

BRIEF HISTORY . .......... .......... . .. . 7
CHARACTERISTICS-- _ _ 10
PRODUCTION AND PRODUCTIVITY.-- . ....... . . . .... 12
CHANGES Alli PROGRESS . ... . . . . 13
MANUFACTURING ANT SOr.;IAL PROGRESS .. .. .. . . 14
THE STRUCEITE OF MANUFACTURING .. . . . . . 15

GUIDEL;NES FOR INITIATING A

CAREER EXPLORATION PROGRAM IN
MANUFACTURING OCCUPATIONS
INTRODUCTION. . . . . . . . 18
CE1,,FERAL I ZED PROGRAM TEAM MODEL .. . . . . 18
MAJOR PRE-OPERATIONAL FACTORS . . . . . ... 19
GENERAL' ZED INcTRUCTION MODEL 22
GENTRALI ZED CURRICULUM DEVELOR4aT MODEL ... . 26

UTILIZING AN EXEMPLARY PROGRAM

AS THE LEARNING VEHICLE
INTRODUCTION... .. . . ... .. . 29
ADVANTAGES., .. ................ .................
. ,29'
DISADVANTAGES.... ...... ... ........ ....... ..... ...... ;ZCL
PROGRAM EVALUATION PARAMETE' ................... 30

GUIDELINES FOR DEVELOPMENT AND

CONDUCT OF A TYPICAL ,EXPLORATION
PROGRAM IN MANUFACTURING
INTRODUCTION ... .; . . . : . . 3
GENERAL GUIDELINES.

vi

_
 Page

EXPLORATION PROGRAM IN THE FOOD AND

KINDRED PRODUCTS INDUS'FRY
OCCUPATIONAL FIELDS
INDUSTRY AND SOCIETY 40
MARKETING-- 44
FOOD INDUSTRY WORK FORCE 47
QUALITY ASSURANCE CAREERS 53
'ROLES AND SKILLS- 64
EMPLOYMENT PAITERNS 69
THE REAL WORLD 72

PROGRAM PRODUCT CATEGORIES

INTRODUCTION 79
ORDNANCE AND ACCESSORIES 80
TOBACCO MANUFACTURERS 83
TEXTILE MILL PRODUCTS 86
APPAREL AND.OTHER FINISUEn FABRIC PRODUCTS 90
LUMBER AND WOOD PRODUCTS 93
FURNITURE AND FIXTURES 96
PAPER AND ALLIED INDUSTRIES 100
PRINTING, PUBLISHING AND ALLIED INDUSTRIES... . . . 103
CHEMICALS AND ALLIED PRODUCTS 108
PETROLEUM REFINING AND RELAIED INDUSTRIES.............. 112
RUBBER AND MISCELLANEOUS PLASTICS 116
LEADER AND LEATHER PRODUCTS 119
STONE, CLAY, GLASS, AND CONCRETE PRODUCTS 123
PRIMARY METAL INDUSTRIES 127
FABRICATED METAL PRODUCTS, EXCEPT ORDNANCE, MACHINERY
AND TRANSPORTATION EQUIPMENT 131
MACHINERY, EXCEPT ELECTRICAL EQUIPMENT 136
ELECTRICAL MACHINERY, EQUIPMENT AND SUPPLIES 140
TRANSPORTATION EQUIPMENT 144
PROFESSIONAL, SCIENTIFIC, AND CONTROL INSTRUMENTS.. . 148

SUGGESTIONS FOR EXTENDED USAGE OF THE

INSTRUCTORS GUIDE
GENERAL 156
 CAREER EDUCATION

TRODUCTION

The American educational system has been described as the

greatest achievement in democratic processes at,_empted by any
people. Thp system was built upon the concept -If equal educa-
tional opportunity for all. Its goal is to allow each person to
become_trained and/or educated to a level corruriensurate with their
inherent capabilities. In support of this concept and goal, it
was required that compulsory attendance in the school system, from
six to sixteen years of age, be maintained. The concept, goal and
requirement of American education differ markedly from the educa-
tional systems of many countries. -

While it was possible to meet the requirement of compulsory

attendance, meeting the idealized goals has been a problem.
Attainment of the goal and concept has been a concern of the
political, technologic, economic and sociologic systems during the
history of this nation.

A major forward stecp came immediately after World War II,

when all of the various systems concentrated on human resource
development in the educational delivery system. During the period
of time from the late 1940's through the 1960's, legislation
supported integration and attendance to minority group educational
interests and problems;technology enabled industrial, trade,
commerce and general business expansion and, at the same time,
created new occupations and jobs.

After the 1960's-a major charge evolved from general society.

The massive and dynaMic change period generated the statement that
education was neither neaningful nor relevant. The educational
system and all interfacing systems are attempting to provide both
an answer and new posture to address that charge. Cne of the
approaches is called Career Education. It is to this charge that
Career Education programs are addressed, formed and operated. The
manner of approach is to examine the career work related com-
ponents of human endeavor and to determine how educational systems
--can be utilized to enhance the life-cycle human career dimension.

10

II
 TION CONCEPT

The term Career Education, is a concept comprised of many and

varied sub-concepts, all centering in education but related to
many.factors concerned with life and work.

The primary process used in' this manual is representative of

career education, its concept and scope.

CAREER EDUCATION GO- S

The major goals of Career Education are:

1. To,make all education more meaningful and relevant to

individuals and their career development.

,Toiprovide the guidance, counseling, and instruction

necessary to develof self-awareness and self-direction;
toexpand occupational:choices and aspirations; and, to
develop appropriate attitudes toward the personal and
social significance of worl

To ensure the opportunity to learn a marketable entry

level skill prior ,to leaving school.

4. To provide knowledge and skills requisite :to further

education and employment uponcompletion of secondary
school programs.

To assist the individual in finding employment br in

receiving further education.

To utilize community resources in the education system.

7. To increase the available educational and occupational

options through a system which will permit entry and
reentry into either the world of work or an educational
system.

SCOPE OF CAREER EDUCATION

Career Education is a comprehensive educational program

beginning in childhood and continuing through adulthood. The
subject-oriented curriculum of the elementary and secondary
schools is restructured to include career development. -In the

2
primary grades Career Education is as important a componeht of
the educational system as reading, writing, and arithmetic. The
students explore the world of work and familiarize themselves wi
many occupational fields and gain an insight into, and a respect
for, both work itself and the people who work. In junior high
school, the student studies the structure of occupational fields
and begins experience-centered_learning in each of these fields.
In the eighth or ninth grade, students explore various jobs and
job families, so that by the tenth grade, they have already gained
initial entry level employmentskills.

Career Education prepares the stuient, leaving the school-i

system, with both employable skills anE a foundation for building
new and improved occupational levels in the future. Also, Career
Education recognizes that people may reenter the educational
system at any point for upgrading skills or learning new techniques.

PHASES OF CAREER FDUCATION

Career Education, as initially conceived, conSists of four

phases as in Figure 1, page 5.

Phasd I - ,_areer Awareness

Phase II Careet Orientation
Phase III - Career-Exploration
Phase TV Career Preparation

Phase I Career Awareness

Career Awareness is a major departure from the traditional

concepts of vocational education. It was formerly thought that
work preparation should start in high school. Research, however,
has repeatedly shown that the early years are the most important
learning years. Since Career Education is concerned with both
work and work attitudes, it is important to introduce Career
Education at the beginning of formal schooling. During Phase I
students will become acquainted with all of the Career Education
fields and learn that work is honorable, respected, and important.

Phase II - Career Orientation

Career Orientation, which normally begins in junior high

school, assists students in identifying talents, qptitudes,
interests and work requirements in the world of work. They will
not only acquire the basic knowledge necessary for making a career
choice, but they wil lso learn the structure of career fields,
and the variety of job levels in each. The concept of career
ladders will become clear and the student will be ablerto apply i
to several selected career fields. -Faculty members and
counselors, as well as resource persons from business and industry
could all participate in-programs, each offering theirown sPecial
services to students in the..;career-education phase.

Phase III Career loration

Career Exploration means in-depth study of several jobs.or

job families through simulation, vicarious experience and hands-
on oppor.tunities. The basic objectives of this phase are:

1. To provide in-depth exploration, beginning specializa-

tion, and skill development training in a selected
occupational field/job family,1

2. To improve student performance in basic and related

subject areas with emphasis on career development.

To provide inforffiatian and guidance-in the selected

occupational family in conjunction with entry level job
preparation.and/or preparation for continuing.education.

Phase IV - Career Preparation

Career Preparation, the attainment of intensive skill,

technical knowledge, work habits, attitudes and safety judgment in
one or more jobs'or job families, is the final step in Career
Education. The objectives for Career Preparation are:

1. lb provide specific training in a chosen occupation/

occupational:family in preparationfor job-entry and/or
further education.

To improve siudent performance by relating studies to

the-chosen area Of Work.

3. To provide occupatioW, information and guidance with

job preparation, aswelras prepare the student for
further education'and direction.

4. To insure that students meet the job-entry, and/or

advanced educational prerequisites of education
skills needed-for their occupational-career choices.
,
 Pipe 1 Phases of Career Education

II
SELECT
CAI1EERORIENTTION
CAREER AWARENESS
JOBS/JOB FAMILIES
IDENTIFY APTITI.h)ES,
NEED TO WORK OCCUPATIONAL GROUPS
TALENTS & INTERESTS
DESIRE TO WORK CAREER EDUCATION

ALL CAREER FIELDS FOR CAREER

ALL CAREER
EDUCATION FIELDS EXPLORATION
EDUCATION FIELDS

CAREER ENORATION
REVIEW
IN-DEPTH PRORATION
COUNSELING

Comm ALTERNATIVES ViARIOUS LEARNING

NEW OPPORTUNITIES SIMULATION

RE-SELECTION
HANDS-ON'! EPERIENCES

IDENTIFY CitREER ;GOALS

CAREER PgPARATION

ENTRY LEVEL SELECT CAREER

JOB TRANING PREPARATION PRCGRAM

ON-TIE-JOB
JOB TR'AINING
VOCATIONAL
PRE-OCCUPATIONAL
TECHNICAL
PROGRAM
PROFESSIONAL

I
 The basic concept of Career EducAtion is that it is an educa-
tional vehicle which attempts to integrate the work-related
aspects of careers, :occupations and jobs within the framework of
human development in given'or selected environments.

Career Education is:

2
1. To4Make all education more meaningful and relevant,

2. To provide an environment and opportunity for all

students to acquire attitudes, knowledge and skills at
their chosen level and in their chosen career field.

The scope and phases of Career Education cover the normal

educational life span df most students, from elementary through
secondary schools in four phases, namely: Awareness (Grades K-5);
Orientation (Grades 6-8); Exploration (Grades 9-10); and, Pre-
paration (Grades 11-12). Also, Career Education continues simi-
larly through post-secondary, higher education, adult and con-
tinuing education.

6
 THE MANuFACTURING ENTERPRISE

BRIEF HISTORY

Manufacturing is an enterprise that uses land, capital, and

labor to produce goods. It is the process by which man adds
utility to the materials that nature furnishes and includes such
enterprises as textile mills, factories, mines,.electrical power
plants,'meat packing houses, food canneries and petroleum
refineries.

Production in an enterprise begins with natural resources

such as land, minerals, water, and timber. Without natural
resources man could neither survive nor improve his standard of
living. Yet, in their original'state, most
natural resources do
not satisfy human wants. Therefore, these natural resources must
be processed to suit needs and desires. This is accomplished by
'manufacturing enterprises.

From the beginning of time, people spent a greater part of

In
their waking hours searching for food necessary for survival.
the Paeolithic Age, tools appeared for the first time and man
began to change from hunter to producer. During the Neolithic
Age, man was using the loom, the wheel and the kiln: Techno-
logical development progressed through the ages and eventually led
to the Industrial Revolution. At the beginning of the industrial
Revolution, there were new materials, better tools and more
efficient machines. Conversely, the number of farmers
decreased
substantially as rural people migrated to the towns and cities.
The industrial society had begun and it was to drastically alter
the life'of all people.
As
In earlier times, most goods were produced in the home.
technology developed, manufacturing operations were transferred
from the home to the factcry and goods Were produced with machinery
rather than totally by hand. The growth of capitalism and private
enterprise paralleled the rise of the Industrial Revolution Many
new machines were invented. One of these, for instance, was
Hargreaves' invention of the spinning jenny. This made it possible
to produce more goods per day than ever before. Consequently, as
prices went down more people could afford to buy the goods.
Increased production and decreased labor costs resulted as factories
located on stream banks and water-powered machines replaced hand
powered machines.

American manufacturing dates back to the first permanent

English settlement in the New World. In 1620, New England ship-
builders found the natural resources/they needed--hard woods, soft

17
7
 woods, and pine sap from which to make turpentine, resin and tar.
Saw mills were operating as early as,1631. When iron ore was
discovered in Massachusetts in 1654, John Winthrop, Jr., son of
e Governor of the Massachusetts Bay Colony, went to England and
brought back both equipment and skilled iron makers. Braintree,
Massachusetts, was the site of the first iron furnace in the
colonies. In 1665, Groton, Connecticut, gave twenty acres of land
to a group who built a mill for grinding corn. The output of such
colOnial industries as these eventually helped make political and
economic independence possible for the United States. The people
who founded America realized the importance of trade and manu-
facturing as they pertained to continued independence and growth.

In the 18th and 19th centuries, a family lived on what they

raised on the family farm; used the'tools made by father and son;
and, wore the clothes spun and sewed by mother andflaughters.
,There'was also some exchange of simple goods between neighbors.
The early settlers, however,-had come to/the New World tomake a
better living and to live better, so even id thelekcabins
frontier villages there was fine English china, English woven
cloth and other English manufactured goods.

During th wars of 1776 and 1812, the United States could

not depend on England for,manufacthred goods. Factories, of
remarkable diversity, began to spring up across America, setting
the stage for the American Industrial Revolution.

Taward the end of the 18th Century, a number of inventions

ushered in the Industrial Revolution in the United States.

Eli Whitney, the.inventor of the cotton gin, demonstrated the

value of interchangeable parts in.making and repairing.rifles.
During the American Revolution each.rifle had'been painstakingly
made by hand. The hammer of one w6uld not fit the trigger of
another, the barrel of one could not be used with the stock of
another; if one part in a rifle broke, the entire gun had to be
sent to a gunsmith to be repaired. Whitney's idea&resulted in
the molding or stamping of identical parts. Assembling standard
parts into a finished product, rather than handfashioning individual
parts, saved both time and money. Eli Terry, a New England clock-
maker, who was one of the first to use this mass production
method, turned out standardized clocks by stamping out'identical
gears. His clock prices dropped from $25 to $5 per Clock by using
this assembly technique.

In 1769, James Watt developed the steam engine. i A mine

operator then put the engine on wheels and pulled coal over wooden
rails to the nearest town. This was the beginning of the rail-
road. Factory owners soon learned that steampower was less
exih6nsive than manpower, more convenient than waterpower and were
quick to utilize it in factories. During the first year that
steampowered sewing machines were used in the manufacture of shoes
(about the time of the Civil War), the shoe industry doubled its
highest previous annual output.

Farmer also benefited by industrial inven ions. Cyrus

McCormick developed the reaper and soon thereafter there were
steam plows, mowing machines, and threshers. On the seas, steam
driven ships began to take the place of sailing ships. Machines
driven by steam made more machines driven by steam. In 1860, the
United States was the fourth largest ranufacturing country in the
wqrld and\by 1894 it was the first. By 1917, this country'S
manufacturing created as much wealth as the next three highest
industrial-oriented countries combined.

The assembly line method of production was another powerful

force in implementing and modernizing manufacturing.. Mass assembly
techniques, bekun in 1903 by Sears Roebuck, led to HenrrFord's
assembly line production of automobiles. The era of mass`pro-
duction with reduced costs began. Formally designed luxury\items
were available to the American wage earner for the first tim

ft is estimated that production technology and methods have

made it possible for the average American worker to produce 250
times morein one Ozy than is produced by a worker in an under-
developed nation. The expansion in production technology and
methods goes on and will continue to go on as long as inventors
and scientists have incentive and reason to discover new machines
and methods for production purposes.
/

Technological advancement has continued at an ever increasing

rate. It is estimated that there have been more new inventions
since 1960 than in\all previous history. The impact of space
exploration, for instance, is just now beginning to appear in all
forms of industrial enterprise. Space technology has resulted in
stronger but lighter materials and smaller but mare sensitive
electronic equipment. New systems of management and production
have been developed.

Perhaps the biggest advanc in technology and manufacturing

in the past twenty years has t n place in the field ,of communi-
cation. The impact of computers and electronic communication
devices is startling. Future_m ufacturing holds both the promise
of new development and the challe ge to meet the needs of.an,
expanding population with its çvet increasing appetite for more
goods.

-,The principal function of Manufacturing_is to produce the

goods'.desired by society. This process creates jobs,-income for
Workers, goods for customers, and profits or loSses for owners.-
 A manufacturing firm that does not produce a marketable product
cannot continue to exist. We are all consumers, and we expect the
products we buy to be of satisfactory quality and at a price we
can'afford. Technology and advancectmanufacturing techniques have
made it possible to lower the prices-of goods to within-the reach
of increasing numbers of people.

CHARACTERISTICS

Manufacturing enterprises have certain characteristics in

common whether they are large or small. However, there are
differences in the type and kind of characteristics. There are
great differences in scope, purpose, work force composition,
tools, machines, and facilities when comparing a General Motors
automotive plant'with that of a lamp shade plant. -The following
characteristics are common to all manufacturing concerns:

FACILITIES

,Facilities include buildings, g ounds -d, equipment necessary

to house and support the enterprise.

FINANCE

Manufacturing requires money. Money may be borrowed to start

the enterp-else--frombanks, private individuals (stocks and bonds)
and other sources. Money is a resource needed in day to day
operations to convert materials, machines, and services, into
products. Manufacturing Enterprise represents money invested.
However, it also provides economic growth by its internal and
external cash flows on a day to day basis.

MACHINE TOOLS

A very familiar-characteristic of manufacturing is its

machine-tools (machinery). These range from simple hand tools
(files, hammers) to giant computer-run machinery capable of great
accul-ccy. The nature of the machinery necessary to manufacture
the nroducts o a partiular Manufacturing Enterprise influences
the type and kind of worker that can be employed (skilled Or semi-
skilled).

The type and kind of machine tools also indicate whether or

not the Manufacturing Enterprise is to be mass production or
limited production in scope.

20

10-
WORK FORCE

Another familiar characteristic of manufacturing is the work

force. The-work force includes all who work in and for the enter-
prise. This range covers the entire scoPe of occupations from
president of the corporation to external field personnel in
regionally located warehouses. Since late in the 1800's many
classificatiOns have been,made to the work force. These range
from unionized work fopcb through professional, scientific and
skilled/unskilled.

MATERIALS

Although you may have facilitieS, finance, machine tools and

a work force, in order to operate you need materials. This
materials classification characteristic ranges from raw materials
ore, furs,.oil) to finished materials (products and equipment).
The term materials is both specific and comprehensive in coverage,
as it is used in general society and in manufacturing enterprises.
Materials to the foundry can be the ore from which iron-steel is
to be made. Materials to the assembly line worker can be com-
pletely finiShed component parts such as electrical wiring and
electronic Components,as well as tape. Usually, 'some interpreta-
tion of this term is needed as it is used in characterizing both
the Manufacturing Enterprise overall as well as in examining its
internal structure.

TIME

/While time, in asV of itself, is not generally used as a hard

characteristic describing-Manufacturing Enterprise, it is a major
factor to be considered in operations. Today, there is a fast-
food business; the automotive indlistry manufactures a given number
of cars per day. Generally, the work force is paid by the hour.
Money is borrowed on time-bases. 'Machines are operated and
maintained on a time-schedule. Time-delivery is money to the
manufacturing plant. Time is a very real commodity used by manu-
facturing enterprises. The use of time determines whether or not
they make a Profit, take a loss; or stay in business.

Although many times a characteristic of the manufacturing

enterprise is spoken of in terms of an environment-of-manufac-
turing, this cannot be classified, properly, as a commonali
The environment takes onmany dimensions such as a worker's view
of working times, compatibility with fellow workers, level of-air
quality, heating and parking facilities. 4/

A Manufacturing Enterprise has two environments,.internal and

external.- The internal environment is composed of all the charac-
teristics aforementioned and their actions aila inter-actions

21
within the physical confines of the plant The external environ-
ment is comprised of the local communitycustomers and the
affects/effects of the national manufacturing c6mmunity as well as
government controls. The many differences in eleMents comprising
manufacturing-environment precludes usirig thisl,as a typical
characteristic. Mistakingly, this is usually treated.solely or .

mainly as being equivalent to working,conditions; not truly the

case. For this reason, environment is not treated in this guide
as a common characteristic of ManufacturinglEnterprise.

PRODUCTION AND PRODUC-TIVITY

ProduCtion is defined as the creation of a utility or the

changing of materials into more tieful goods and services. It is
necessary because most raw materials in their natural state-do not'
provide sufficient utility. There'is an important difference,
however, between production andyroductivity. Ftoduction refers
to the total quantity of goods produced whereas productivi
efers to the production quanti in a specified time period.
t4

Productivity may be defined as a measurement of output per

man-hour, or as the relationship between input (factors necessary
to produce goods and services), andoutPut. Mhny factors deter-
mine prOductivity- and it is often difficult to determine which
contributes most to any given increase in efficiency. Some of the
important factors in productivity(include:

1. technological improvements,reflecting the ingenui y o

inventors, engineers, and scientists;,

A complete change in the use of energy has taken place

since the mid-1850's when almost all industrial effort
was human-powered. T6day almost all of the energy used
in production'is electro-mechanical.
,)

management factors reflecting new skills nd knowledges

as well as attitudinal changes ana,influences;

_y-increaSts in productivity result from organiza--

onal.andqprocedural impsovements rather than/from
increases in man-machine energy and capability/. Recog-
nition of:these faCtors, especially with management
systems, plus increased knowledge of man-machine effi-
ciency deVelopecIduriRg the last decade, have enabled
management labor:to increase proauction and
productivitY.
 financial factors which determine the availability of
capital;

The availability of a technological innovation does not

mean it will be utilized. Someone must be willing to
adopt it and this requires capital investment. Capital
or money is supplied by individual investors. Private
ownership of American manufacturing firms is broadly
based. The corporate form of business, where many
investors pool their capital to form a single company,
has been a major factor in industrial expansion over the
paSt century.

labor factors which include work attitudes d skill

levels;,

Employee experience, work attitudes, skills,:health and

morale are important'human factors affecting produc-
tivity. Even the most'modern automation devices must be
people-maintained and people-directed.'-The greateSt
resource of-any organization is its human resource.

5. 'government regulation of such natural'resources as land,

mineral deposits, air., water and forests;

Continued increase of consumer demands has decreased

natural resources and has made the availability of
natural resources an economic factor in manufacturing.
Government, therefore, has had to regulate resources.
Industry has had to promote invention and use of new
materials or the recycling of used materials in order to
maintain productive capability.

Society can raise its standard of-living,by increasing its

production of goods and services. The measure of its success is
deteimined by how well industry produces. The American economic
system has been more successful than any other in satisfying
consumer demand.

CHANGES AND PROGPESS

Since 19501, technological advancement has been so great that

it has been said Ameriba is undergoing a second industrial revolu-
-tion. Manufacturers continue to make great strides to meet the
increasing demands-of consumers. Yesterday's dreats are today's
necessities. Nnufacturing will continue to play an essential
role in sotiety's quest for better products. Since World War II
society has become much more complex and its demand for goods and
...services has expanded dramatically. Manufacturing is a principal
element in the level of the American economy both by its capacity
to produce and in its ability to provide employment. Unques-:
tionably, the future will see continued changes in manufacturing
and even greater demands for new products and services.

MANUFACTURING AND SOCIAL PROGRESS

Historically, social progress reveals an ever increasing gain

In providing better education for more persons; increasing life
expectancy; providing opportunities to greater numbers of people
in cultural and recreational affairs; and, generally, increasing
standards of living. Social progress is usually linked with the
Manufacturing Enterprise through the fields of sociology, economics,
technology and political endeavor.

Manufacturing is a direct reflection of all these fields and

reflects the singular and combined influences of each. Manufac-
turing enterprises evolve from home-industries as they respond to
such influences as:

more and cheaper goods;

response to technological improvements and efficiencies;
necessity for economic and political.strength;
creation or opportunity for employment; and,
change dynamics of world markets.

The, role of manufacturing enterprises is, at times, a leading,

factor in creation of new markets and materials; and, a lagging
factor as it attempts to meet sudden demands for goods and ser-
vices. This area of Manufacturing Enterprise can be seen and
studied by reference to Gross National Práduct (GNP), which
reflects the level of inflation, recession,,'depression and growth.

Relative to education, Manufacturing Enterprise affects

school systems by virtue of its forecasts for types and kinds of
'workers for their work force. The school system responds with
revised curriculum and improved programs; utilization of new
trainifig techniques; Methods and.equipment; and, by providing
guidance information and counseling to students at their various
decision points.
7
The role-of-Manufatturing Enterprise thangeS with time and
general social progresS.-. As the capability.for supplying needed
and desired goodS becomes attainable in a given time period, the
.company role shifts to include more service functions to the
consumer.

24

14-
.=,
 A shift from primary manufacturing of goods to one of
including services--customer relations, community relations,
'support of community activities, servicing and maintenance of
goods, expansion inilegal, financial, personnel and marketing
activities--permits the scope of Manufacturing Enterprise in
society to influence and be influenced by social progress.

THE STRUCTURE OF MANUFACTURING

The structure of Manufacturing Enterprise is shown in Figure

page 16. The elements of manufacturing are depicted as being
inter-related by forming the elements into a three-dimenSion box.
The elements are:

1. Functions:

Management and selected sub-functions

Support and selected sub-functions
Engineering and selected sub-functions
Factory and selected sub-functions

Processes:

Acquisition 'of Raw Materials

Formation Of Standard Stock
Components Production
Assembling
Finished Product
Distribution

3. Products:

Products are numbered along the base of the box-figure from

19 through 39. Theiptoduct categories are shown in Table I,
page 17. , A full range of 15roducts and related information about
each category is 4Ound in this Manual.

This model of Manufacturing Enterprise is quite representa-

tive of any selected manufacturing industry for rpOses of under-
standing the operations of manufacturing.

The model is useful for an overview of any Iction of sub-

function of manufacturing for purposes of awaren ss, orientation,
and exploration. In such dimensions as occupational profile,
needed skills and knowledge, present and future career prospects,
mobility in and between industries at a, chosen career level, and
career ladder progression, the model.can be useful to the student.
 Figure e StrUdture of u acturing

(TOP ) COiPORATE

(MIDDLE) OPERATING LINE/STAFF

(GENERA SUPERVISION_

PERSONNEL

DEVELOPMENT ( pp 1E ) gsiARcH:(nAsic)
PROCESS/PRODUCTION
QUALITY ASSURANCE
TOOLING
NDUSTRIAL

PilOCESSp= MMMEM WAREWUSING/DISTRIBUTION.

ECIA TION/SCRAP
ACQUISITION
, RAW MATERIAL
'FORMING
:STANDARD STOCK
PRODUCTION
II II tit IIII II I
JOMPONENT

ASSEMBLY'
111111111111EM110
111111111111mml
INISHED
RODUCT-

.,DISTRIBUTJON
IuIIuIIIIIuuIIII
1g ZO 21 22 23 2-4 25 26 27 28 '29 30 31 32 3 37 36 9

STANDARCINDUSTRY DESCRIPTORS STA_NDARD INDUSTRIAL CLASSIFICATION-DI VISION 0.MAN0FACTU_ I

MAJOR CROUPS 19-39,
 TABLE I ,

STANDARD INDUSTRIALASSIFICATION MANUAI

INDUSTRIAL DESCRIPTIONS
DrusIoN D; MANUFACTURING*

GROUP DESCRIPTION OF INDUSTRY

19 Ordnance and accessories

20 Food and Kindred products
2 Tobacco manufac ure

_ 22 Textile mil roducts

...arel and other finished fabrproducts
24 Lumber and wood oducts
25 Furniture and fixtures
26 Pamer and allied odudts
97 Printin e blishin and allied industries
28 Chemicals and allied roduc s
29 Petroleirni refinin: and related industrIes
d m scellaneo lastics ducts
R ..- .

31 Leather ard leather sroducts

32 -11m,leclalassay__,-eteroducts
33 Prima metal industries
34 Fabricated metal roducts except 19,35,36
Machictrical
6 Electrical machine
_ 37 --LralliPara-ne control instrument
38 Professidnal scientific
39 Miscellaneous manufacturing industries

*STANDARD INDUSTRIAL-CLASSIFICATION MANUAL.

Office'of
Office of Management and Budget.' .Executive
52-214;
the President; Division D; Manufacturingl, pp.
1972.

17-

27
 GUIDELINES 'FOR INITIATING A
CAREER EXPLORATION PROGRAM IN
MANUFACTURING OCCUPATIONS

I TRODUCTION

The purpose of this guide is to assist the teacher in estab-

lishing a manufacturing Career Exploration Program. Do not use
it as a substitute for good judgment. The classroom is unique and
must determine program objectives. The teacher needs the full
support of administrators, students, parents, counselors,
librarians, and other school staff as well as the support of
industry personnelexecutives, public relations employees, per-
sonnel officers, union representatives, and rank-and-file workers.
In short, this is a cooperative project in which the teacher will
be the coordinator.

IZED PROGRAMJEAN MODEL

Because the scope of manufacturing is so inclusive and the

purpose of the sending and receiving systems many,'it is recom-
mended that a program team be formed before any educational
activity in the sphere of Manufacturing Occupations is undertaken.

Basically the program team model is prescribed as shown.

SCHOOL INDUSTRY
SySTB4 LABOR
PERSONNEL PERSONNEL

CIYRRICULUM
DEVELOPWENT

SUPPORT STUDENT
SYSTEM PARENT
PERSONNEL COMMUN,ITY

GENERALIZED TEAM MODEL

2 '8

- 18-
 It is felt that such a consortia is a necessary concommitment--
to a successful program in exploration and preparation activities
concerned with Manufacturing Occupations program. This is especially
and occu-
true when particular facets of Manufacturing Enterprise
pations are studied, discussed and/or experimented with outside
the Manufacturing Enterprise environment. In order to have a
proper program in exploration or preparation study and activities
it will be necessary to have the combined knowledge, resources and
skills of the consortia available to the teacher.

MAJOR PRE-OPERATIOM&L FA

The following Career Education prograM pre-operational

factors must be taken into consideration before proper program'
design can occur.

TIME,

When time is the dimension discussed and utilized as a pro-

gram profile characteristic, the following typical questions
should be answered before program design begins:

I. Is time to bp related to programlength on a discrete or

continuous basis?

2. Is time related to acquisition of. program objectives.on

a normalized student population-basis Or individual
basis?

How is time to be allotted among the school system

and/or industrial and support factions?

Ts the time increment desirable, for this type program,

Compatible-with conducting on-going nOrmal scholastic
enterprise?

These typiCal questions will evolve and must be answered

before program design can be considered in scope, objectives and
purpos . The school system, like Manufacturing Enterprise, is an
economic system and has to consider time as a moneY-factor con-
of
straint on its capability. The particular objectives and scope
the student-school system will be a major input to this dimension.
Some objectives will be identified and met rapidly--such as
enumerating and profiling the major activities of management
(plan, organize, select personnel and equipment, direct and
control), while others may take years (capability to absorb all
the skills, knowledges apd attitudes necessary to be a competent,
satisfied and advancing worker in any career field or oc ation).

29
19-
 FACILITIES

The facilities available for the conduct of the program are

another constraint (problem) to be considered. The availability
of the facilities can be quickly determined by a survey of the
local community. This will allow possible consideration of pro-
viding experiences in visiting nearby facilities and, perhaps,
some selected on-line experiences. However, for the most part,
simulation will be the major method utilized during program opera-
tion. The school system personnel and consortia members should
work closely together in order to maximize introduction to the
real world.

The facilities program element, like the financial element,

points out the need for cooperative program design in this extensive
field of manufacturing occupations exploration and preparation. -

FINANCE

Finance, like time and facilities, will be a major program

constraint which must be pre-considered before program design \
begins. The political aspects in regular school systems are well
known and have their own financing problems. Viewing exploration
or preparation in manufacturing occupations as an add-on or
integrated program may cause additional problems in the time and
facilities constraints. This is another major area where both
direct and indirect aid from the consortia members can be a major
factor in problem resolution.

MATERIALS

Materials for a program dealing with:exploration and/or

preparation will generallY be determined by the school system
be based on such factors as:
\

1. geographical location;
2. cost-availability bases;
3. consumable or not; 1

4. accessability;
5. safety of operation; and,
6. degree of exploration and preparation undertaken.

Materials in support of most major occupational olassifi-

cations exploration and preparation activities are available from
comercial sources. Many of these are listed in the resources ,

list in this_guide.

It is in the materials problem area that the state, com-

munity, industry and union support personnel can give the most.
direction and aid. At the present time it is not possible to
give, or estimate, a per-student hour, semester Or year rate for

20-

30
'
any given occupational exploration or preparation program. :
Specific.vocational and industrial arts program personnel could
supply some indication Of costs on a comparative basis. These
the
could be used as eStimates to be considered or determined, for
degree and scope of program goals and objectives

PARTICIPANT ROLES

The success of the program for exploring and preparing for

careers in manufacturing depends to a great extent upon the
people assisting the students with their individualized programs.
Parents, school staff, and persons from business, industry, and
the community may assume specialized roles in helping the students.
A primary task of a career exploration instructor is to coordinate
the roles of all these people with whom the students come in
contact. This section will delineate these roles.

Many of the people will be unfamiliar with the roles they

familiarize tnem with
will assume. The teacher, therefore, must
their responsibilities and what is expected of them. As the
participants understand and agree to their roles,
-
the more
smoothly the program will run.

The following descriptions are written in general terms which

At
may be used as they are stated or revise to fit teacher needs.
the initial meeting with the participants, hand them a brief
could
written description of their role. This advance information
then be reviewed immediately prior to actual program activities.

1. AdministratOr Roles

a. Arranger of finances, personnel and facilities

b. Supervisor of on-going programs
c. Staff development
d. Community relations interface

2. Staff Specialist Roles

a. Instructor and/or learning team manager

b. durriculum development
c. Media and materials development
d. Program coordination

Student Roles'

The importance of students is revealed by the fact that

they are the main concern of the educational system.
The specific roles played by the student will be both
active and passive. This is necessary since the work=
oriented aspects will have two dimensions in the explora-

21

31
 tion and preparation phases, namely, vicariouS
about, seeing) and simulation, or direct experience
-acquisition.

During different program phates, the student will

assume both roles, but-central to each of_these roles
should be the following particular'role-prameters:

a. Program Inputs

Program objectives determination

Criteria formulation
Self-evaluation

Program Output

Program evaluation

Support Personnel Roles -

SUpport roles will generally encompl e following

areas:

a. Information specialists
b. Counseling/guidance specialists
c. Program evaluators
d. Learning theory specialists
e. Career field experts
f. Union theory and practice experts
g. Program management specialists
h. Eirrployment specialists
i. Testing specialists.

All of the above rules in support of the program can be

obtained from federal, state and local governments; departments of
labor and education; business, trade, commerce And industry;
unions; associations; librarians and commercial or trade pub-
lishers; and other national and lOcal resources. It would be well
to consider that these personnel, manifesting specialist-expert
roles, can be a dynamic on-line part of program activities and not
left in purely advisory-staff positions. It should be remembered
.

that the knowledge of manufacturing is in Mhnufacturing Enterprise

and not in the school system.

qENERALUED_INSTRUCTION,MODEL

The Scope of Manufacturing Enterprise, in knowledges and

skills, volume, of products or types and kinds of inherent activities"
presents a finite and si,mple straight forward.approach to its total

32
- 22--
understanding. The easiest way to explore manufacturing is to
utilize a general interrogation model. The model is comprised of
comprehensive classes of activities which will be useful when
interrogating manufacturing in any or all dimensions of its
tructure; by function; by process; or by product. These model
classes are:

WIeREFIENSIVE MODEL

a. Description of career or occupatiOnal field

b. Determination of field scope and content
c. Determination of where field content resides
d. Acquisition of field content in format desired
Analysis of information for desired purpose
Determination of how to use information for purpose
desired

Utilizing this structured model will allow the instructor to

consider manufacturing as a huge data bank. The information so
arranged will be compatible with general curriculum development
models, categorically. The end result will be generation of a
student-oriented information system tailored to their interests.

The same comprehensiVe model can be utilized in the prepara-

tion phase as well. The,phasing and terminology changes as the
model applies more to specific knowledge and skill acquisition.
Hewever, it is structured in a manner that is compatible with the
exploration categories and content. The preparation model is as
follows: _

SPECIFIC MODEL

a. Selection of occupation or job,or job family

exploration phase)

Interpretation of function, process or product specifi-

cations/requirements

c. Assessing or measuring the performance ac ivity or

product .

d. Comparing specification and measurement

Determination of conformance

Compiling-recording information

Determination of disposition

33
23-
 INSTRUCTION NIETI-IODOLOGY

Basically, there are two methods useful for conducting

exploration and preparation activities relative to careers, occu-
pations and jobs contained in manufacturing. The first is a
systems-oriented approach and is particularly useful in general
and abstract interrogation of nanufacturing. This approach
initially is quite useful in helping students find areas they
might wish to explore and to deteludne their interests and quali-
fications. The second approach is a discrete-oriented approach
and is particularly useful to complement understanding of the
occupation or job gained from previous exploration activities, and
to consider, in detail, the specific job-related skills and
knowledges.

SYSTEMS-ORIENTED

Reference is made to the Structure of Mhnufacturing, figure

2, page 16. As structured, manufacturing is comprised of three
major elements, namely, functions, processes and products. The
primary viewpoint to be taken is that Manufacturing Enterprise is
to be interrogated, explored and understood as a whole (imanufac-
turing) and explained in terns of its parts (functions, processes
and products). In this manner, it is possible to integrate present
courses and to construct related curricula which considers a cause
effect relationship. This brings out information of the nature:

1. ,How do,I contribute to the political economic, techno-

-logical and sociological facets of manufacturing (givtn
an assumed occupation)?

What does my job-performance in that environment do.to

me in my other life roles (status, groups, health,
family. life)?

If.I don't perform my job-tasks well (3r properly, what

.

does this mean and/or do to the system?

What related skills, knowledges'and attitudes are neces-

sary for me,to obtain--besides,the specifit job related
skills and knowledges--so_that I can perform successfully?

What should manufacturing do for me in order to maximize

both our positions and futures?

These type questions and the information they generate are

not mundane nor non-applicable. There is real understanding of
some manufacturing along these lines. Society blames something
called manufacturing for many ills and influences. Yet manufac-
turing, as such, is not all problems and ills. People create

4 -

4
manufacturing at all levels and to blame buildings, equipment is /
not logical. Also, such a line of questioning-interrogation leads
to deprecation of people-worker activities.

It seems that a systems-oriented approach would be beneficial

in examining major areas of concern which affect the school
system-Manufacturing Enterprise, such as:

1. The compatibility of industrial wants and needs wi

student-school system wants and needs.

2. Timeliness of these interactions and processes, i.e.--

future forecasts for type workers, when and how many.

Also, a systems-oriented approach when used at program Incep-

tion, with full consortia participation, will help identify and
focus on questions of the nature:

1. What is the'proper role of the Manufactu ing Enterprise

and School syStem in Such a program?

2. Who should instruct knowledge andskills programs.

3. If an integrated program occurs, will there be conflict

bptween educational, industrial'and/or union contracts?
Who will handle this?.

As can be seen, a systems-oriented approach is useful,

especially in exploration activities. This raises many questions
and provides the maximum opportunity for exposure to the Manu-.
facturing Enterprise in its totality. In the past, this informa-
tion was taught as job-related, either during the standard appren
ticeship, vocational or industrial education programs, or acquired,
slowly, on the job. This type and kind of information should be
presented before-the-fact,as an aid to screening-selection activi-
ties during the exploration phase. Later, the same information,
tailored to a job or occupation, can be reinforced at the specific
job level as related information and as an aid for rediction
andfor advancement purposes. r-

SPECIFIC

The job analysis approach is one which is in evidence in most

apprenticeship, vocational and industrial education programs. The
approach used is to assume that the parts (jobs, occupations) are
necessary when acquisitions of known or forecasted occupational
profiles is required. They are typified as they appear in the
Dictiona of Occ iational Titles and Em lo ent Outlook Handbook.*
Cbncentration 0 e ucation an training is accomp is e at
job-task level, then to a job-family (tasks) level and upward

* Ibid.

25-
 through occupational levels, ever expanding. Curricula can be
quickly generated by reference to job descriptions-duties; General
EduCational Development; specific vocational Rreparation; equip-
ment/tools used; and, conditions of employment. The main differ-
- ence between the systems-oriented and specific approaches is one
of education versus training-emphasis. Systems-orientation is
education in the sense of having near future applicability. Dis-
crete-orientation is training in the sense of having specific and
immediate applicabili

The systems-oriented approach is a more difficult instruc-

tional model to use and demands many external resources for imple-
mentation. Also, the student benefits -may not be immediately
evident for purposes of measurement or evaluation. A school
system would have to extend and/or 'rearrange itself in order to
--accomplish such a program.

The discrete-approach is relatively well proven but has .

limitations built into it. Manufacturing Enterprise career, occu-
pations and job fields can be taught using both approaches. The
selection of the method(s) will be a function of the school system
and its supportive consortia.

GENERALIZED CU1RICULUM DEVELOPMENT 4JDEL

The Generalized Curriculum Development Mbdel recommended for

use in support of both exploration and preparation activities in
manufacturing occupations is shown in Figure 3, page 27. The
elements comprising the model are:

1. Needs Assessment. This is an assessment of the combined

needs of the student, the sending institution (school)
and receiving institution (the Manufacturing Enterprise).
If a job were the need, industry would specify the pro-
file needed/wanted; the school system wouid concur and
agree to develop a program to meet the industrial pro-
file; and, a student would agree and enter into such a
, program.

2. Develop coals. This element specifies what knowledges,

skills and attitudes are required (job description) to
meet the need and not now possessed by the student.

Identification of Student Needs. This element identi-

fies what-the student knows and does not knowabout the
skills, knowledges and attitudes-of the job to be edu-
cated and trained for as determined in-elements-1 and 2.

36
26-
Figure 3 GENERALIZED CURRICULUM DEVELOPMENT MODEL

Needs
Assessment

Conduct Develop
Program Goals

Evaluation Identification
Obtain
and ,of Student Needs
Instructional
Resources Feedback

Select Specify
Methods/ Objectives
Materials

Develcip
Curriculum

GENERALIZED CURRICULUM DEVELOPMENT MODEL

37
27
 Specify Objectives. From element 3, a listing of
skills, knowledges and attitudinal factors which must/
should be,learned--in support of what the student
already knowsis made.

Develop Curriculum. Curriculum is developed to accom-

plish the specific objectives derived in element 4.

6. Select Methods/Materials. This is a follow-on component

to element 5 and is designed in conjunction with curri-
culum development. Limitations such as media/ materials
availability, and cost, will affect element 5 above and
possibly necessitate restructuring of curricula.

Obtain Instructional Resources. This is a natural con-

comitant to elements 5 and 6. In the case of -xplora-
tion or preparation activities in manufacturing occupa-
tions, the instructional resources may be from industry,
unions, or other related areas. When such is the case,
timing will be a consideration in securing these
resources.

Conduct Program. This is the resultant of all the;

foregoing elements.

Evaluation and Feedback. This elemen ,A an end

product only. IrNeach element predr-,--
being formed--evallhation and iecetel lould occur.
This element serves as the diant Pcnt. --d modifier for
eachelement as it attempts to need., After
program_conduct, evaluation and f,'utiin-ck from,all
involved parties should OCCUT 111 order co obtain or-
mation which wil: the program better in the next
session held.
 UTILIZING AN EXEMPLARY PROGRAM
AS THE LEARNING VEHICLE

ODUCTION

Manufacturing Enterprise content cannot be studied tn its

entirety nor learned even if one could live several lives. But
exploration in secondary school can be accomplished.

One= way of accomplishing maximum exposure to typical manu-

facturing scope is by use of an exemplary program. The criteria
for selection of an exemplary program are:

1. The exemplary program should encompass a wide span of

career and occupational fields.

2. The ca eer-occupational fields should have high visi-

bility in the school system area.

The instructional and material resources should;be

locally available and be easily/inexpensively obtained.

The exemplary program industry should be nearby--in

part_ if not in its entirety.

ADVANTAGES

The advantages of using an exemplary program a e

following are some of the advantages:

1. The scope and depth of the program can be made under-

standable.

2. Curriculum development effort is eased by utilizing

much.o1what is locally available and related.

3. Much information about the selected exemplary program

industry is already generally known by the school-.
student and consortia system.

4. Change information can be handled rapidly and

specifically.

5 Counseling/guidance information, job-related informa-

tion and access to specific resource personnel is
immediately available.

39

- 29-
 DI SAD VANFAGES

When a systems-oriented enterprise is examined through one of

its elements, some disadvantages occur. These are, typically:

1. A tendency to draw conclusions about the whole enter-

prise from one of its parts.

2. The customs/culture, values and related criteria inherent

in the exemplary program are taken as being similar to
other manufacturing enterprise elements, which may not
be true.

Many interesting careers ahd occupations will not be dis-

cussed, i.e., those in Aerospace versus those in the
Foods Industry,

In given areas of the Nation, the views and emphasis

given may. not hold true for other communities.

There will be a tendency to overemphasize the_importande

of the exemplary program industrial contribution to the
whole field as compared to the other contributing
elements.

Mostly, the,systems-oriented instructional approach is pre-

ferred on the basis of the above disadvantages. Yet, in order to
have a quick-response and a specifically valid--at least for the
community--program, the more discrete approadh using an examplary
program will seem more cost-beneficial to most school systems.

PROGRAM EVALUATION PARAMETERS

Program evaluation of both the exploration and preparation

phase of activities in manufacturing occupations will depend on
the criteria established by the school system ieveloping and imple-
menting this type program. The criteria should reflect the inputs
of all consortia members in the school system program.

There appears to be difficulty in properly arriving at true

and meaningful evaluation if feedback from Mhnufacturing Enter-
prise, the work force, related areas and the school system is
examined. This becomes a problem in both the overall and specific
program goals.

30-

40
 OVERALL EVALUATION

Because this type training and educational program is geared

to career education, the first overall evaluation parameters must
'be cOnterned with career.' At this time it seems both difficult
and unfeasible to.attempt an evaluation of career education.
Career education is too comprehensive and the state-of-the-art in
evaluation cannot approach a logic, proper or true format for
understanding, predicting or controlling any or all of its facets.'
Therefore, career education, as a term, will best be evaluated in
operational format.

The remaining overall evaluation parameter poses a question,

did this program do what it wasrsupposed to? This can be imme-
diately evaluated in discrete program stages, by both specific
and summative objectives acquisition. However, the overall
evaluation of the program is still difficult and rests with the
goal of the student. Program'evaluation, overall, will be a
function of feedback from the student at a future point in time.
When the student is in the preparation ,phase, feedback can be
obtained about earlier exploration activities. When the students
choose to either obtain a job or continue.formal education, feed-
back can be obtained about both exploration and preparation
relative to the choice made. At the present time, overall
evaluation will be dependent on future student successes and
recommendations are not made. at'this time to establish program
evaluation techniques, information or methodology.

SPECIFIC EVALUATION

Specific evaluation is possible and warranted. ,The curri-

culum development elements aforementioned have specific criteria
built in for use at this level of evaluation. In the discrete
taxonomic sense, the descriptive career, ptcupation and job .

skills, knowledges and attitudes can be specified, taught/learned,

tested and measured,the-Consortia member can evaluate these
factors bythe-Tg-ame standards and values that formed the criteria,
--Lattially. In this sense, specific evaluation is a closed-loop
system. The program could be successful in the occupational-
career sense, with the student meeting requirements aftd goals,
but, pa-sonal problegs may occur in the future such as:

1. the student went to work and found that he/she did not
like the job and changed jobs or quit.

2. The student went to work in_another pa_ _ of the co t

upsetting his family.

31

41
 The student,d ring, or at the end of\the school program,
rejected part cular occupatiohal-career fields and had
no time,left i or recovery due to age \and time-phased
i:-

school program ending or causing,himiher to have, to

. I

graduate. m

Evaluation of career-oriented programs maylbe very difficult

overall, and could be quite tenuous at the specifr level.
i

Evaluation of career and occupational oriented programs

should be approached with caution. ,This is a.guid , not a program.
Attention to the parameters of career and occukti nal education
programs should be viewed as goal-oriented more th .n. objectives
oriented. Whether the more readily measured and evaluated specific
objectives add positively towards forming a career choice is not
known. It is beyond the scope of this guide to recommend, select
or determine evaluation criterial attributes or parameters.
4

42

- 32-
 'GUIDELINES FOR DEVELOPMENT. AND
.

CONDUCT OF A TYPICAL EXPLORATION

PROGRAM IN MANUFACTURING
IMODUCTION

The following section contains a typical exploration program

in selected manufacturing industry occupations. The program
example-selected is based upon the food and kindred products
industry. The other areas can be taught in a similar manner.
Time and space ConStraints do not permit detailed guidelines for
all areas. The food and kindred products industry was chosen as
thecvehicle-program because it meets the criteria for establishing
an example program in nearly all parts of the United States,
namely:

1. It encompasses a wide career and occupationa field

span;

The career and occupations are highly visible

community;

3. The instructional materials/media and resources are

available, locally; and,

4. The industry, in part or whole, will be nearby.

Program'Nsign and its conduct is a matter to be determined

by the school system. .A program to explore any occupational field
could be very short and specific or open ended. The program could
explore one job or occupational family or a series of families or
careers. The constraints and limitations on program design,
mentioned previously, plus whether this program is to be con-
sidered to be: (1) an add-on program; (2) an in-place of program;,
or, (3) an integrated program will determine the design and
conduct parameters.

The example,program is structured into units:

1. Industry and society

2.. Marketing
3. Food industry work force
4. Quality assurance careers
5. Roles and skills
6. Employment patterns
7. The real world
 In each section, both discrete and genera/ explorati9n
activities can be attempted depending on the /Constraints at work.
The guidelines are established to provide springboards frbm which
to enter into both the locally specified area as'well as !the
dire'ctly and indirectly related peripheral areas.

GENERAL GUIDELINES

The guidelines suggegted in'this section for a Manufacturing

Career Exploratfon program, in;the Foods and Kindred Prbducts
Industry, represent just one approach that an-instructot might
use. The suggested procedure'for all areas are Food and Kindred
Products asran example. In/a similarly designed indiviaual
instructiorial system, the/instructor is more manager tl-ian instructor
and it is/toward this that the instructor must work. I

An' instructional system is individualized when: 1

1. The personality and capabilities of each student play a

major role in the selection of objectives, sequence of
study, choice of materials, and procedures followed.

The time'spent by each.student-on a given objective o

activity is determined by performance rather than by the
clock.

3. The progress of each student is measured bylcomparing

performance with specific objectives rather;than with
the performance of other students.

The first problem is to determine what level s udents are in

their manufacturing careers program. There are four categories of
entering students:

Category I: They have been introduced-to awarenesS orien-

tation Activities and are ready to begin
exploration.

Category II: They haVe been introduced to awareness orien

tation activities and have begun some Career
Exploration on their own:

Catego III: They have,been.introduced to awareneSs orien-

tation activities'but are inadequately prepared
'for exploration.

Category IV: They have never had instruction to manufacturing

careers at any level of endeavor.

44
 The tine required for the completion of the manufaCturing
career exploration program different for each student, is deter-
mined by such factors As the student's interest, the number of
jobs_and job families studied, the nOmber of occupational groups
explored, and-the degree or depth of involveMent with any of all
of these.

MANUFACTURING CAREER EXPLORATION ACTIVITIES

Some suggested activities in preparing the students for

exploration in manufacturing would encompass the following:

Pre-test students to determine what they know about manu-

facturing; examine and explain all objectives to students;
review possible activities to attain these objectives;
encourage students to begin making decisions as to their
objectives. (Activities selected from the occupational group
being explored, will be matched-with the objectives of this
plan. This will constitute the student's "Plan of
Exploration".)

Review and discuss results of pre-test with students.

candid in a positive way and impress upon students the
importance of their sincere efforts. -Review the activities
tHe students have chosen and begin the necessary preparation
for undertaking them. Have the students begin writing
letters and setting up appointments.

Provide a vitiesfor those students who have inadequately

completed -weness and orientation-activities. From the
listp of erials and activities, the teacher should be able
to ke co ructive efforts, in this direction. Assio.
seVeral stude ts the weekly task of clipping newspaper
artieles ori manUfacturing, as well as finding-related maga-
zine stories.

Arrange visits and appointments as a result of the responses

which the students receive-to their letters and calls. A
large calendar could be used. The order of the rest of the
program for exploration can be Varied to satisfy student
needs and scheduling problems.

Exploration is the key word because the student must feel

free to examine, sample, test, question, and, in short, explore.
As manufacturing is explored, the students will learn, perhaps for
the first time, what an important role exploration plays in
-satisfying human needs. Also, the instructor will learn that a
relevant instructional program can solve many disciplinary and
motivational problems.

35-
 S OFTRIOR R EXPLORATION

on completion of the career awareness c'a'reer orienta-

tion programs, the student will,have:
,'

1. Developed a positive attitude about the economic,

technicali political'and social significance of the
manufacturing-industry.

Developed a considerable degree of self-awareness an

understanding about attitudes, skills, knowledges,
interests, talents and self-concepts related to jobs in
the manufacturing industry.

Developed an expanded occupational awareness through

participation in a variety of specific career develop-
ment activities; an undersianding of the interdependency
of occupations; and,'the need to relate to and cooperate
with others in the world-of-work.

'Improved personal overall performance by participation

in a unified, action-centered, career-related curriculum.

The student's status in the program can be determined by:

pre verSus post testing; personal.interview; multiple-choice ques-
tionnaire;- or, open-ended survey. The exploratory student might
be asked such questions as:.

1. Why is th6 manufacturing indus ry important?

Why is the manufacturing industry important to you?

What kind of job in manufacturing are you considering at

this time? How do you obtain that type job?

4. If you obtain such a job, who will your fellow workers

be? Who will give you directions? Will you give direc-
tion to others? What will your job contribute to the
manufacturing industry? How will it help the country as
a whole?

Has your study of the manufacturing industry ,helped you'

in'school subjects?. If so, whiCh ohes and how? If not,
,how do you think that it could have?

PROGRAM OBJECTIVES-(GENERAL)

. In Career Exploration, the Students should explore broad

clusters of occupational groups2., jobs/job families, znd individual
tasks and responSibilities, thus increasing their understanding of

46
36-
manufacturing through concrete experience. The students will be
able to evaluate their own interests abilities, values-and needs
in relation to occupational goals. :The student will also have the
opportunity for more detailed examination of selected occupational
areas. In the academic areas related to manufacturing, an overall
improvement in performance would be expected. This expleration
will provide at least one occupational area in which the student
can work toward aeveloping job entry skills and appropriate
further educational experiences.

STUDENT GOALS (PROJECTED)

After a program .in Career Exploration, the students ShOuld

have:

Developed a knowledge of the manufacturing industry and

its relation to the entire world-of-work, including both
the knowledge of the industries themselves as well as
the contributions of the industries to the'prosperity
and success of this country as a whole.

Developed awareness of, and respect for, the men and

woffen employed in manufacturing occupations.

Developed skills in test-taking and self-analysis in

order to be more precise in finding themselves in the
manufacturing industry; to provide them with a profile
of their interests, attitudes, and aptitudes; and, to
help them relate to the jobs/job families they chose to
explore.

Reviewed the major Occupational groups zn manufacturing

relative to their own interests, attitudes,_and apti-
tudes-and narrowed exploration-selection interrelation-
1-Lips.
,

S..: Gained a. knowledge of career ladders, changing e- Day:

ment patterns;.andfuturegrowth predictions:in. e,
occupational groups chosen fdr exploration.

6. Determined the future education, and/or training neces-

sary for entry-level positionsein the jobs/job families
chosen for exPloration.-

7.' a knowdedge of such importanti)roblems and'

-isSues occurring in manufacturing spa as:. labor-
management relations; equal emploment opportunitypro-
grams; and, communitrrelations.

47
-.37 ,
INSTRUCTOR NOTES

Ihstructor notes and curriculum development guidelines are

provided in both generalized and seffd-specific form, ,Theseican/be
utilized as a framework for use in the further and-more specific
,
_curriculum to be developed.

Basically, the sequence of the exemplary program proceeds

from the general to the specific. Mhnufacturing functions,-pro-
cesses and products are overviewed; the relationships of the
selected sub-function of quality'assurance to the overall func-
tions contained in manufacturing are examined; the specific career
fields within quality assurance are examined; and, the specific
work activities contained within the various quality assurance
oriented careers and occupations are examined.

The curriculum is developed and- directed using,behavioral

objectives as a base. The specific objectives are not developed,
in detail. ThiS is an Instructor's Guide and not a course of
instruction.

As a general guideline for the actual course of instruction

and in order to provide better evaluation data, the following .

general curriculum development guidelines are suggested for use in

the subsequent curriculum development activities.

GENERAL CURRICULUM DEVELOPMENT GUIDELINES

1. The students should be aware of their present level of

behavior relative to career education objectives (per-
taining to exploration and/or preparation in a chcisen
career field).

2. The students should be made aware of behavior skills

they will learn and what'they mean.

3. Students must be motivated by external and internal

means for acquisition of the behavioral characteristics
inherent in selected career and/or occupations.

The students must have the proper media and materials

available in a progressive sequence. These materials
.should have maximum relatioh to the career field/occu-
pation chosen.

-S. The student must have the oppdrtunity to.learn and

practice the behaviors contained within the career/occu-
pation. This opportunity may be contained in a school'
system classroom or laboratory. However, it may have to
take the form of external trips, working/practicing on-
the-job and/or direct contact with people actually
working in, or who perform, that occupation.

8
 The students must have a means of self-evaluating their
learning-experience. This can take the form of a self-
test, and/or instructor, counselor or other resource
personnel appraisals, interviews, and assessments.

The student and instructor must have a means of evalua-

tion which reflects the student's progress using appli-.
cable standards or norms. This'information is to be
considered as feedback to the student for interal'
purposes of reinforcement and/or additional Changes
which may be required: The instructor should use this
information as being applicable to making those changes
or amendments necessary to the management of the learning
experience.. Normallr, a pre-test andpost-test are
useful for those purposes concerned with specific objec-
tive learning.

The objectives to be attained should be written in a

manner which are compatible with expected student
performance.-

9. The objectives so written should be. measurable by one,

some, or all of the senses.

10. The objectives should be as specific as.possible in .

order to promote relevance and cumulative learning.

11. The specific objectives should be written in a manner

which helps relate to the major or overall objective or
goal.

12. :The measurement of student performance in the learning

experience must take into consideration the environment
within which the performance takes place as well as-
specifying the level considered satisfaCtory.

The learning objectives, if time based, must provide for

variance in student's capability for attainment.
Usually, these time-based objectives are written for an
average student's performance range. The differences in
over or under performance will have to be a matter for
instructor-student.interpretation.

It should' be noted that during exploration, the use of specific

objective oriented knowledge and skill acquisitions is more diffi-
'cult to determine than in the case of acquiring a specific skill
such as typing. The acquisition of knowledges, skills and attitudes
be:-
at the exploration level are more general and obtuse than might
desired for purposes of evaluation. Therefore, while the above
guidelines are highly useful for some aspects of curriculum
activities, instructor interpretation will be crucial during this
phase to reprogram based on student asselsments.
 EXPLORAT ON PROGRAM IN THE FOOD AND
KINDRED TATUCTS' INDUSTRY
OCCUPATION L FIELDS

IETY

PURPOSE

The purpose of this topic s to provide awareness and under-

standing of how 'and what the 1oos and Kindred Products industry
contributes to society. The most diate way to gain such
awareness is to make inquiries wi the home, school or com-
munity and gather data on where and ow pioducts from the ind6stry
are used, and what effect use of the products ha've on individuals.

Overall, this topic should provide a general awareness of the

Food and Kindred Products industry and the kind of roles that this
industry plays in sotiety.

DESIGN

This topic is designed with the idea that a basic awareness

of an industry and how it relates to society is essential to any
,
subsequent investigation of the internal and external work environ-
ment. The reason for focusing on this selected industry is to
reduce the complexity of handling the scope of the entire field of
manufacturing.

SKILLS

The design of this topic has incorporated opportunities for

learner practice in and acquisition of basic skills such as
readin, writing, inquiry skills, reporting and decision-making
skills.) Inter-personal skills can be exercised/acquired if tasks
are assigned as team or group efforts.

OBJECTIV1

As result of exploration activities Contained within this

topid, the learner should be familiar with various ways in whidh
the Food and Kindred Products industry contributes to society.

.
INTRODUCTION

Prior to beginning the topic, the instructor should give a

general introduction explaining what the following topics are
about. A part 'of this introduction should include a general,
discussion of what-manufacturing is and how it is being defined

50
- 40-
in this Guide since learners will encounter at least some of the
terminology in their exploration activities. In doing this, the
introductory and background information on-manufacturing provided
in the Guide will be of great help in`examining manufacturing.
Also, 'the students should be familiar with the Food and Kindred
Products section and general Sections in their Manuals.

INSTRUCTIONAL RESOURCES

Fodd and Kindred Products background erial contained in

the Instructor's Guide and Student Manual.

EVALUATION PROCEDURE

It is suggested that instructors use whatever informal method

they wish to assess learner knowledge of-this background informa-
tion. Generally students should know what the Food and Kindred
Ftoducts industries are, what kinds of things they produce and how
their efforts, activities and existence effect and contribute to
our lives (society).

The students should be able to relate growth of the food

industry paralleled by societal growth and changes. The instructor
should check to see that the learners have done this assignment by
reviewing the monitoring-sheets and class data summary.

Learners should submit a report which identifies the basic

nutritional needs, why each is a need, and how the school cafe-
teria and/or home plans for meeting each need. These reports
should be reviewed in light of general nutritional guides to
insure that learners have gained an accurate understanding of
nUtrition and how the cafeteria staff or home accounts for nutri-
tional needs.

Willis, Paul S., The Food Processing In in Encyclo-

pedia of Careers and Vailional Guidance opke, Editor
1967. Selected readings on contribution of food industry and its
relationship to society.

Any encyclopedia will have a selection n nutrition. United

Statesi Department of Agriculture Food and Nutrition.

1. Key utrients (0003);

2. Food _eeds of family members (0002). Cereal Institute,

Inc. "Cereals: A Food For Today".

Sugar Institute:. :More Facts on Good Nutrition. Food

value Charts with 12 workaheets per setmay-be obtained
from'AMerican Neat institute -(AMA approved Sit per set)

51
41-
TEACHING ACTIVITIES

instructor can presentgeneral information about the

Fodd and.Kindred Products industries, and/or, the
learners can be-asked to.diScover thiS information for
themselves This can include:

Basic Food Families

How Agriculture Relates to the Food Industry
Wha.!: is Food and How Classified?
Importance to Society
the Role of the Various Governments
Fal ed tc, 'the Food Industry?

2. As a fir- awareness, the instructor can have the

learners jasign a iorm (or use the one attached, page
43) for ssing u,:age of Food and Kindred Products in
their ho, :school community. The type and characteris-
.

tics of assessment should be defined by the instructor

and lear, . rs but, in general, the assessment should
cover I. categOties or types of products used or
uses of iTi.ucts or both (e.g. the consumption of various
categories , in the home over a specified period
of time). M:. -,mrners can summarize their data for the
entire class al-. iLlentify the most fiequently consumed
or us-.-71-1 items. lnis summary can be put aside for use
with the next topic which covers marketing as an industry
activity.

As another initial awareness experience to discover how

the Food and Kindred Products industries effect and
contributes-to society, the learners Could consult with
the school nurse, dietitian or science teacher to iden-
tify the minimum daily, requirements of a normal balanced-
diet. Then the cafeteria manager can be interviewed
regarding the purchasing, preparing, and preserving of
school food stuffs to meet the requirements identified
above. For each basic nutritional need, learners can
identify the need and describe how the cafeteria plans
for and meets those needs. The learners should also
attempt to,discover why each of these needs exists (e.g.
how and which government agencies research and establish-
nutritional needs for individuals).

42-

52
 pop 4 KINDRED PRODUCTS: PRODUCT/USE CONSUMPTION MONITORING CHART

Whero, what and how aro, you monitoring (write a brief deacrOtion):

DAY/1 DAY #2 DAY#3 DAY14 SUKKARY

DAIRY

RAT

VEGETABLE

FRUIT
 IARKETING

7 PLFRPOSE

The purpose of this topic is to familiarize learners with the

basic marketing tasks, techniques, and practice's of industry rela-
tive to developing new products, improving existing products and
distributing products to consumers. By examining marketing, a
better understanding and awareness of how the Food and Kindred
Products industries rely on other segments (clusters) of the work
world will result. Examples of this reliance'are the distribution
of products- (transportation), need for new products.(agri-business).

Overall; learners should come away with an awareness of how a

product is marketed and how it became a product in the first-
place. -Once thig has occurred, they can.then -begin to-explore who
.does what,relative to production Of a product.

DESIGN

The desi0 of this topic reflects the idea that learners

Should have the'opportunity to actually experience activities
rather than _simply talking about or hearing about them. Learners
are encouraged to participate actively in planning, conducting and
reporting on tasks in such a way that they gain insight and under-
standing about manufaCturing and the general marketing component
of industrial enterprise.

SKILLS

Learners-are provided with opportunities for practice of

interpersonal skills, communication skills (oral and written) 7

researdh skills as they are applied in the -vork world.

OBJECTIVE

Learners will gain a basic understanding of marketing and the

methods through which consumers are surveyed and how that influ-
ences industrial production.

INTRODUCTION

Learners should have at least baSic background information on

the economic forces and social forces which create the need for
various prodUcts. The insti*tor should arrangor learners to
be given a general overview -14;1 these areas including a perspective
on the marketing component of ndustry. This may be done by the
instructor or through a gues_ Jectur q given by other-Members of
the school staff. Another wa to accomplish thiS would be to have
a speaker from industry come into the classroom and make a presen-
tation. Whatever the strategy employed, learners should have a
basic understanding of the law of supply and demand, what it is
and how industry effefts and is affected by it. They should also
be aware of the role the consumer plays.relative to industry
policies and operations.. When the instructor is satisfied that
learners have gained this basic understanding the following
activities provide very direct, concrete experiences relative to
some of the specific marketing activities and practices of industry.

INSTRUCTIONAL RESOURCES

Magazines, newspapers, or possibly a radio or TV so'the c

can watch or hear a commercial and discuss it immediately.

Guest lecturer from an ad agency. or ad department of any

industry.

An Introduction to American Industry; DCA Educational Pro-

duc sTIR77PHIMEIFIaTPW7--
World of Manufacturin ; McKnight and McKnight; Bloomingdale,
IllinoiS

The Last Word; 16mm film; Association Sterling Films.

loan

EVALUATION PROCEDURE.

The instructor should insure that learners are participating

in the discussion and that the learners can identify the charac-
teristics of an ad or commerical based on the set of discussion
questions provided. As an exercise the instructor may wish to
show the students an ad and have them respond to selected cate-
gories of activities listed under Learning Activities.

The instructor should observe how the groups are functioning

relative to completing their tasks. Severe interpersonal problems
should be noted and discussed with group members. In order to
assess the work the group has done the instructor should review
the progress of the group frequently and should review the final
report submitted by the group. The instructor should be sensitive
to such areas as the accuracy of reports, the validity of the
methods used, the completeness of the task and so forth.

TEACHING ACTIVITIES

One of.the most visible and common aspects of marketing is

advertising. Industries are very concerned that consumers buy
their products and advertising is a principle means of convincing

56
45 -
the consumer that they should try and use a:product. Learners
should be aware of the importance of advertising.-, Learners can .

locate several examples of advertisements or conmericals about

various food products and then,- in class, the learners can discuss
the Characteristics of these ads. Questions like the following,
should facilitate. discussion:

1. What is the setting in which the product is presented?

a. Physical surroundings.
b. People
c. Mbsic/color or other background device.

2. Is there a known person(s) involved?

3. WI.at benefits are involved by use of the produc ?

4. Overall, what is the general impact intended?

a. Psychological
b. Social

What or who is the intended audience for the ad and

product? (i.e. adults, children.)

How do you know if ads/commercials are successful?

7. Does the ad/commercial promote a product or a company?

(Del Monte ads, for example, promote the company)

8. How honest is the ad?

9. Is there some catchy twist, or slogan or other vice?

10. Who designs advertising media?

Another activity engaged in by the marketing component of

industry is studying'consumer markets. This falls under the
general heading of "market research." Generally there are three
types of studies: (1) Survey; (2) Historical; and (3) Experi-
mental. This activity calls for the cooperation of food stores in
the community. The class can be broken into three groups each
assigned to try one of the types of studies listed below.

CROUP 1: -. Have the group identi,_- some new product

at has appeared on the market. The grouP may'
wish to try more than one strategy for conducting the
survey. Have the grouplesign and: develOp the instru-
ments to be used, and develop the methods and strategies
for conducting a elephon6\personal interview, and mail

46-

57
 survey. When they have completed the surveys, have them
organize and analyze the data and prepare a report to he
presented to the class. (Note: This would provide an
excellent opportunity for learners to receive instruc-
tion and practice in reporting writing.)

GROUP 2: HISTORICAL: Have the group identify two stores

serve ii ferent populations of people. Select a
product (or several) and for each store research through
store records, the sales of that product(s). The group
should prepare a report which describes the characteris-
tics of the customer populations, the products selected
(and why) and the findings of their research.

GROUP 3: EXPERDENTAL: Have the group obtain the coopera-

tioñf two stores serving similar populations. Have
the learners design two kinds of ad plans. (e.g. window
only/shelf only) and monitor sales of items. They
should draw conclusions based on their findings and make
a report to the class.

FOOD INDUSTRY WORK FORCE

PURPOSE

The purpose of this topic is to introduce to learners the

classification system developed and used for categorization of the
work force in any of the industrial enterprises in the Mbnufac-
turing Cluster. This system provides a useful framework for
exploration of manufacturing because it facilitates identification
and definition of general functions and also provides a simplified
system for exploring the general relationships between the func-
tions. It is essential that learners achieve this general level
of understanding prior to providing more in-depth exploration
activities in which learners focus on specific occupational
groups.

DESIGN

This toPic is designed te provide a basic understanding of

hOW-the work force of any industrial enterprise can be'classified.
A further feature of the design is that this topic serves as a
framework from which tore detailed exploration of occupational
groups can result. The design further calls for the preparation
Of learners, by Pupil Service and Gadance Personnel, in the area,
of inquiry into occupations (researCh, analysis, etc.).

One crucial element of this topic is the introduction Of the

general cycle employed in decision making which is presented in
the Generalized Curriculum Development Model,-figure 3, pege 27.

- 47 -

58
Decision making an important skill area in the world of work
and learners should be familiar with the steps workers follow in
making deciSions.

SKILLS,

Opportunity is provided for practice of communication skills

(oral/written), basic inquiry skills (researCh/analysis) and
decision making. It is expected that learners will also be
increasing their skills relative to exploration of the real world
of work within the Manufacturing Cluster.

INTRODUCTION

The topic should be introduced with an overview of the

classification system developed in Figure 4, page 52. This system
is usea-to identify the four main functions and the associated
subfunctions. These subfunctions are made up of occupational
groups which will be looked at in some depth in later topics.
Learners should also be told that they are going to examine these
,four functions in general terms as well as the subfunctions.

They should also be told that emphasis will be placed on the

Inspection and Test subfunction in order to discover and examine
the general method used in decision making by persons involved in
this subfunction. They are also going to look at this method in
discovering how to make a decision, generally, as well as how it
is used by various segments of the work force, such as inspection
and test.

The learners should also be told that at the conclusion of

this topic they will learn some training in techniques and
strategies appropriate for in-depth exploration of subfunctions
and occupational groups. The instructor should emphasize the
importance of exploring the work world for purpose of under-
standing and, ultimately, for making more realistic personal
career decisions.

INSTRUCTIONAL RESOURCES

-The SIRUCTURE OF MANUFACTURING MODEL; Figure 2, page 16.

-DICTIONARY-OF OCCUPATIONAL TITLES, Vol. III-Department-of

Labor, Washington, D.C.

DCA Educational Products, Inc.; An Introduction to American

iaLq!_ta-

Career Occupational Fields and-Job Families Within Manufac-

turing Enterprise; see Figure 4, page 52 in this Guide.

a
 Hopke, William, Editor, Encyclopedia Of Careers And Voca-
tional Guidance. 1967.

EVALUATION PROCEDURE

The instructor should insure that learners have compiled use-

ful definitions for each of the functions. 'The learners ,should
review their definitions tp insure that they can answer the
following questions:

1. Name the functions.

2 What are the general work activities of persons in each

of the functions?

What are the responsibilities inherent in each of the

functions?

4. In general terms what are some of the import t rela-

tionships between the functions?

The instructorcan use these questions to conduct, a hort

review of the function definitions to insure that the learners do
km the definitions of eath.

The instructor should insure that learners have compiled use-

ful definitions for each of the subfunctions. The learners should
review their definitions to insure that they can answer the
following questions:

1. Name the subfunctions by function.

2. What are the general work activities of persons in each

of the subfunctions?

3. What are the responsibilities inherent in each of the

subfunctions?

4. In'general,terms what are some of the important rela-

tionships between the subfunctions?

The instructor can use these'questions to conduct a short

.review of the subfunction definitions to insure that the learners
do know the definitions of each.

TEACHING ACTIVITIES

The instructor should conduct a general discussiOn about

classification systems and.the identified functions. (Reference
should be made to Figure 4, page'52.) The learners should attempt
to develop some general definitions for each of the functions-7.

60
49
 What,are they? What do they do? When they have done this, the
learners should make a quick check of appropriate resources and
compare the class developed definition against those described in
the prepared materials. Learners should use a work Sheet to do,
this. Further discussion should involve a comparison,of the,two
definitions and learners should discuss what these differences
represent relative to things they did not know or were not aware
of.

Once the functions are defined, class attention should be ,

directed to the major elements of each function, subfunctions.

Learners can refer to various resources (or review films, film-
strips, etc.) to gain a basic understanding of what each of the
subfunction roles and responsibilities is within the industry.
This activity is intended tO-give only an overview of the sub-,,
funttions and should not be time consuming. The subfunction
definitions Should be recorded on a work sheet.

The instructor should summarize these activities by dis-

cussing with learners the importance of decision making irCany of
'the functions. In order-to fulfill roles and meet their,respon-
sibilities, people in each of these functions (sObfunctions) must
constantly make decisions. If production is to be efficient and
the resulting product is to-be satisfattory,-the decisions made
must be of,a high,quality. One segment of the industrial work
force concerned with these are those people from:the "Quality
Assurance" (Engineering) and."Inspection and Test" (Factory) sub-
functions. After a teView of the steps involved in decision
making, an examination of those subfunctions Since each in one way
or another is concerned about and involved with decision making.

INSTRUCTIONAL RESOURCES

I. Generalized Curritulum Development Model Figure 3,

page 27.

The Structure Of Manufacturing, Figure 2, page 16.

Job descriptions which address-general decision making;

those can be from government, industry, filmstrips,
films, etc.

4. Guest speakers from industry who can discuss decision'

making.

Various prepared materials on decision making (e.g.

College Entrance Examination Board, D22Llirlg).

Undbook ForAIyilyilLJObs U.S. Department of Labor,

GPO. 1972.

61
EVALUATION PROCEDURES
of:
The instructor should insure that the learners are aware

1. Reasons that decision making is important in industry.

2. Things about which decisions are made.

3. The seven steps in the decision making cycle.

about
4. The kinds of information needed to make decisions
careers.

S. The kinds of strategies and techniques used in gathering

information.

The instructor can conduct a brief review session to assess

learner awareness of the above.

This activity calls for learners to review the decision

Development
making cycles presented in the Generalized Curriculum
this
Model, Figure 3, page 27. TheSeven steps identified in
activity.,
Model are the steps involved in any decision making

NOTE: The reason for emphasizing the decision making

cycle under the Inspection and Test and Quality
Assurance subfunctions is based on the fact that
the kinds of decisions made are very critical in
terms of the process/product componenet of an
industry. All other subfunctions are concerned
about and/or affected by the decision made.
variety of
In general, decision making is impor ant for a
developmentl
reasons relating to plant location, new product
contracting, prodUction costs, process production efficiency,
Inappropriate decisions or decisions made with,
product quality.
inaccurate and incomplete information and data can prove very
mention
costly to the industry both in time and money not to
wish to have
reputation. 'To emphasize this the instructor may
with industry people about importance
learners see a film or talk
preparatory
of decision making. The learner should receive some and neces-
instruction (probably from a counselor) in exploratibn
first step in decision making. (Learners
sary information as a
will be making decisions at some future time.) The interrela-
approach.
tionship between functions can be shown by ,use of this
emanating
The plans, policies, rules, standards and regulations
of departmental
from management form the bases for the next level
plans, policies and standards.

62
 Figure 4 CARIER OCCUPATIONAL FIELDS AND JOB FAMILIES
MINN MANUFACTURING ENTERPRISE i

STANDARD INDUSTRIAL OCCUPATIONAL (CCUPATION JOB FAMILMS

CLASSIFICATION MANUAL FAMIMS (TYPICAL) (TYPICAL)
CODM AND CATEGORIES

, ORDNANCE AND Aemsono STOCKHOIDER,S FIELD ENG'G,

20 FOOD AND KINDRED PRODUCTS 11DARD oF,DgiEcToR3 Bt1DcET/CORTROLS

TOBACCO MANUFACTURES MANAGEMENT .

CHAIRMAN or BOARD sySTEMS ENG1G.
FUNCIloNS
22 TErru mil PRODUCTS WM, ExErtarvw STATISTICAL RPTS,

23 APPAREL := MU En FABRIC Pnonuers pRINDENT DATA PROC/ANALYSIS

LDAIBEK AND wow pRoDucTs DIVISION EkEcUTIvE,5 Q. C. ENG.G.

FURUFURE AND F1XTM INSrEcTi0N/TEST

26 PAPER Mil) A WED PRODUCTS RSCIVDEV, TEST FOUIp, EN(TG,

,27 pRINTENuipu8 INDUS HMS ptuiNm PPLIC Q. C, PLANNING

28 CHEMICALS AND ALLIED PRoDucTs INDUSTRIAL ENG'O, STANDARDS LAB

ENGINEERING
FUNCTIONS PUICIPIN (DUCT ENG'IL, MAT EntAt4 IA11
PETROLEUM REFININ6INTJESTRID

30 RUDDER/PLASTICS INDUST1111$ IM:AITINIoURAPHICS ENNIRDNIIIENTAL TLIST

31 IDTIIER AND LEATHER PRODUCTS (:uAllTy MLIANCE COMPONENTS EMIG.

37 SIONE,CLAY, CEAss CONCRETE PRODUCTS RELIABILITY ENG1G.

3 plummy mum, INDDSTRIm LEGAL,

34 FABRICATED METALS PRODUCTS PERSONNEL

35 MACHINERY; EXCEPT ELECTRICAL. surfmr, 'TREK' RELATIONS

UNCTIONS
36 ELECTRICAL MACHINERy FINANCE

37 TRANNPOTATION Evfm ENT sALFS/MMIKEilNO

38 PROFESSIONAL, SCIENTIFIC INSTRUMENTS DATA PROCESSING

39 MISCELLANEOUS mFG, INDusTim

IIAW/INDt!STRIAL MTES. TrtouBLE HOOTING

l'ARTS MEG, SALVAGE 1MPECTION

FACTORY ' AssEmDLy OPNS, TOOL/GAGE INsr,

FUNCTIONS
DISTRIDtfrioN riNAL INSpECTION

IIEGLA'MATION PROCEsygrecnoN
INSPECTION RECENING INSP,
 The skills, knowledges, attitudes are Similar En each of the
firnctions/subfunctions. However, interpretation of these general
plans, policies and standards help define the devision of labor.'
How does a general plan get to be a very specific blueprint? How
does a process come to be formed and equipped? What knowledges
and skills are divided by this general process of creating an
industry? These type questions should be converted into learning
modules.

FUNCTION: Duties, Responsibilities:

SUBFUNCTION: Duties, Responsibilities, Skills, Knowledges and

Attitudes (occupations or job):

QUALITY ASSURANCE CAREERS

PURPOSE

The purpose of this topic is to examine the selected Quality

Assurance subfunction and the careers, occupations and work-
related activities contained therein. Also, this-will allow
maximum integration and utilization of content previously learned
in Units 1, 2 and 3.

DESIGN

The design provides the student with an opportunity to

develop self-awareness and plan for his future (in a gross sense)
The
by the teaching and learning activities contained herein.
instructional objectives delineated specify the general goals to
be attained.

SKILLS

The skills which should be acquired and/or reinforced are

those general categories of: research and inquiry methods and
prOcedures; communications skills (verbal and non-verbal),
decision making and problem solving skills; and, evaluative
skills. Also, depending on the particular work activity attained
for exercise, the student will be able to experience certain
cognitive and psychomotor skills of that work-related activity.

OBJECTIVE (GENERAL)

To provide students-with the opportunity to become Aware of

hew their career oriented self-:awareness and identity can be,
further developed-and realized through exploration activities of
this as well as other selected career fields contained within
formal Manufacturing industries.

53-

6
O&JECTIVES (SPECIFIC)

1. The students will be able to relate their inherent

abilities, interests and attitudes to Quality Assurance
careers contained within the structure of manufacturing.

The student will be able to understand the political,

economic, technical, sociological and psychological
aspects of this career field.

The students will be able to utilize decision making

capabilities in the selection of this career or for
other career fields that are compatible with their self-
awareness and (future) self-identity.

The students will be able to use their self awareness

factors, as tempered by above objectives assimilation,
to proceed (or reject and re-select) with exploration
and beginning skills acquisition activities related to
their selected career.

The student will be able to identify, a propoSed course

of further education and/or experiences necessary to, the
continuing pursuit of a career within.the career fie
selected at some desired or indicated level.

PREREQUISITE OBJECTIVES'

1. An understanding of what is meant by the concept

Manufacturing.

An understanding of why manufacturing industries -qe-

formed.

.An understanding of when -ufac -ring formed and grew

in the United States.

An understanding of whe e manufacturing industries are

concentrated.

An understanding -f who the "workers" are in manufac-

turing industries.

An understanding of how the "workers" perform th

activities within manufacturing industries.

7 An understanding of the concept Career.

derstanding of the concept Work.

65

54 -
 NOTE: An excellent course vehicle for use in exploration
and preparation for Careers in Manufacturing, which addresses the
prerequisite objectives, is THE WORLD OF MANUFACTURING published
by McKnight Publishing Co., Bloomington, Illinois.

INTRODUCTION

Prior to participation in the following described activities,

the instructor and other support personnel-should be familiar with
the general description of the manufacturing modeLcontained in
the introductory chapter of this Guide.

The model contains many paths or ways by which to describe

and explain Quality Assurance Careers, occupations and work
related activities. Already covered, in Units 1 and 2, are the
marketing and.industrial-society components of manufacturing.
These could be examined for intersection with Quality'Assurance.
In this manner the integration of this subfunction (or any other
to be explored) will be maximized.

TEACHING ACTIVITIES

OBJECTIVE 1

The students will be able to relate their inherent abilities,

interests and attitudes to Quality ASsurance Careers contained
within the structure'of food and kindred products industry.

ACTIVITY TO MEET OBJECTIVE 1:

Afttr reviewing and/or overviewing prerequisite objectives,

the instructor should overview Manufacturing ainctions and discuss
and explain work-activity knowledges, skills and attitude.profiles
of typical subfunctions and the people who work in these roles.
The instruCtor will then be able to relate, by degree, what
skills, knowledges and attitudes students already'possess which
can be built upon OY used in this program. Also, the instructor
can discuss the learning objectives at this point.

At this time motivational factors will be a major considera-

tion as they will determine individual student action's. The
factors external to motivation,re: the-environment and "command"
situations, as well as the intrinsic factors of motivation (innate
interest development), will have to be carefully watChed and
attended.

The instructor is asked to direct the inquiry about preers

and Manufacturing to the Quality Assurance subfunction clir'eer
field within manufacturing. It is very necessary to delAmit
4

'further exploratory education and experience to.this careers area

68
- 55 -
 as the example unit addresses only this segment of Careers in
Manufacturing. This action should not preclude the instructor
from talking, discussing or investigating other career'fields.

LABORATORY OR WORK ACTIVITY

It is recommended that the students examine the various

occupational profiles contained within the DOT and other refer-
ênces in order to determine the profiles of certain occupations in
Quality Assurance or Inspection and test subfunctions listed in
the Manufacturing Mbdel. In the area of Quality Assurance, these
titles will be,typical:

Quality Assurance Manager

Quality Assurance Administrative Assistant
Quality Assurance Secretaries
Quality Assurance Clerk-Typist (Technical- ist)
Reliability Engineers
Reliability Technician
MairrLainability Engiaeer
Quality Control Engineer
Quality Control Technician
ality Control Inspector
Incoming Materials'Inspector
On-Line Inspector
Performance Test Inspectors
Final Test Inspectors
Shipping Inspectors
Salvage Inspectors
Quality Assurance Materials Engineer
Quality Assurance Materials Technician

The above titles and codifications can be found quickly in

the DOT. It might be helpful herein to invite a state employment
supervisor and/or industrial advisor to the classroom to help
interrogate these occupations. The students should be able to
work singularly or in groups in these profile determinations for
some,or any of these occupations. Each student or group should be
able to list the general educationl requirements for occupations;
specific vocational preparation, aptitudes, interests, physical
demands, environmental conditions and temperments.

INSTRUCTIONAL RESOURCES

Volume 1 Dictionary Of Occ-a ional Titles (DOT) Definition

of titles.

Volume 2 - Dictionary Of Occupational Titles, Occupational

Classifications.

Supplement 1 A Supplement to the

56 -

67
 Supplement 2 A Supplement to the DOT.

Suffix Cole:Book Suffix Codes for Jobs Defined in

Training Manual Programmed Training Manual for use with DOT.

Above complete set of Dictionary Of Occupational Titles is

available from th-: Government Printing Office (GPO), Washington,
D.C. proximate cost $25.00.

Ta k Analysis Inventories No. 2900-00163. Above available

from GPO, approximate cost $2.50.

Teacher made (generalized) attitudes, knowledges and skills

profile sheets. These could cover areas such as: Career aspired
to; Level of education contemplated; Work preference (people,
data, products); Environment; 'Mat skills now possessed?, etc.

Any of the above materials sets could be used singularly or

in combination during this program. These wdll be useful in later
activities concerning information acquisition, selection/rejection
of career areas and future profiling of student development.

EVALUATION PROCEDURE

The student should be able to compare his own rnterests,

aptitudes, skills, knowledges, environmental conditions desired,
etc., with those of the occupations being studied. This is the
first prerequisite to being able to make a career decision and
might be termed data acquisition. Basically the student must know
how to acquire types and kinds of data from identified resources.

OBJECTIVE 2

The student will be able to understand the political, eco-

nomic, technical, sociological and psychological aspects of this
career field.

ACTIVITY TO MEET OBJECTIVE 2:

Presentation. This lecture could assume the following pos-

ture and be applicable to all of manufacturing by using Quality
Assurance as the vehicle:

Without discussing philosophy, a convenient tool would be to

look at what the executive segment of manufacturing does. (See
attached typical Management Activities Chart, Figure 5, page 60.)
By discussing the why, when, where, wliom, what and how of these
activities as -related to the entire scope of manufacturing, the
political, sociological, technical, economic and psychological

57

68
dimensions of all manufacturing can be quickly scussed as a
composite. This can be further refined to the a ea of Quality
Assurance, as this_subfunetion exists in like structure and has
its own whys, whats, whom, where, when and hows hich answer to
the executive level Structure in the same manner.

These subject areas can be taught discretely by the various

school systeM departments and synthesized at this session for the
purposes of examining Quality Assurance as a composite. It might
serve the purpose; at-this timeT-to invite Quality Assurance- --
personnel into the classroom to discuss their philosophY, ethics,
and purposes as they are affected by and have affect on'these
subject Ttter-areas.--

The foods industry is particularly gdfod for exploring in

these areas. The pre-objectives accomplished in units 1 and 2
will be germaine here. Extension can be made into Food and Drug
Administratim, Laws and Regulations, Liquor production and
sales, etc.

LABORATORY OR WORK ACTrVITY

The students can work singularly Or in:groups and examine the

political, economic', sociological, psydhological ancLtedhnological
apects of Quality Assurance subfunctions in the Riad and Kindred
POducts industry by:

1. Examining in-school cafeteria buying.and selling practices.

2. Examining an in-town supermarket in these dimensions.

3. Arranging to visit a local farm or food producing plant

for observation and interview.

Tracking food advertisements-on televiion and noting

tbeir personal and family responses regal-ding the local
supermarket.

What is Vality to the purchaser? How does the consumer

decermine the quality of the purdhase?

Who is in charge of quality control in the home?

How are products preferred and bought as related to

quality?

INSTRUCTIONAL RESOURCES

Juran, J. M. (Editer ). Qality Control Handbook cGraw'-Hill

Publishing Company, 2nd Edition. 1961.

69
58-
 Kramer, A., Twigg, B. A.; Oality _Control In The_Fpod,
dust AVI: Publishing Company,- Westport, Connecticut. 3rd
e i ion. Vols. 1 and 2. 1973.,

Joslyn, M. A.; Heid, J. L.:-Food ProCessing Operations, AVI

Publishing Company, Westport, Connecticut. Vols. 1, 2 and-.3:
1963.

Management Activities Chart, Figure 5 page 60.

EVALUATION

The students should be able to cite factor8 or parameters of--

sociology, political activity, the affect of technology and
economics and psychological aspects of and contained within:
(1) the Food and Kindred Products industry; aad (2) those factors,
_d parameters as they are encountered in the piirsUit of a career
in Quality Assurance activities in some of theJjccupations listed
in the first:objective of,this section..
N

NOTE: The Management Activities Chart is Useful for later

activities concerned with selecting and preparing for a career.
These elements are crucial for a systematic method of goal attain-
ment. This-paradigm can be:used for evaluation in and during
objective 5.

OBJECTIVE 3

, The studen will be able to utilize decision-making capa-

bilities in the selection of-this career or for other career
fields that are compatible with his self-afareness and ffuture
self-identity.

ACTIVITY TO MEET OBJECTIVE 3:

Presentation: The teacher should overview the Quality

Assurance subfunction, related occupations and work activities in
Figure 6, page 63. Particular attention should be given to the
work-activities in Inspection and Test. These activities are a
Decision-Making Model. It would be ideal to be able to obtain a
food specification and to follow the product through a production
and test line to see the operations, results of measurement and
what happens to the product, accept or reject. -

Barring this, an ideal simulation would be to have the stu-

dents select a product from their homes, that they may be buying
or have bought. A general form of specification can be obtained
from the Instruction Book of "tag" on the device or a warranty.
Canned or frbzen food is an excellent example. The process of the
seven steps could then be followed and the Model formed and the
steps interrogated.
70
59
 Figure 5

TYPICAL WAGEMENT ACTIVITIES CHART

Maa MUM MOBILE BY NIA13

What, yhom, When, Why Policies, rule., proceduro,

FUNNING
Where, How standards, regulations,

goalso-objectives.

ORGANIZING Wtat, Whom, Where, Hog .tructure, Facilities, Location,

When, Why Positions, authority, folpon

communicitionii,

Where, Row, When, Counseling, Guidance, Testa,

SELECTING

Why Screens, Evaluation Surveys,

(Personnel/
Interviews, Training &
. Resources)
Education

Whet Technology, Engineering,

Science, Economics

Decision making, leadership,

DIRECTING What, Whom, When,
Problem aolvingilorMittial,
Where, Why
,infomation MOM
timemanagement, produet-mia

fiscal policiesi schedules, fore .

casting manpower policies.

fly Actions and interactiens of and. /

CONTROLLING What, When, Where,

hetween'obsetvation, audit,' ;

Wt How'
review,, records, ropottlio landing

rulest procedures, regulations,

budgets, censure, discipline,

reward.
 Work Activity. Wha ever is chosen as the product vehicle,
the students Lk:add examine the specification; measure the product
listing the '!tools" or data used) comparing the_product to the
Specification; determining conformance (or not) recording the data
(in proper'form) and determining disposition. This is the prime
function of all Quality Assurance and can be used to further
examine the various knowledges and skills required to accomplish
each step in the Mbdel.

Also, this basic Mbdel in other terminology, is used by all

listed subfunctions on the N del in those decision-making activi-
ties inherent to their role.

OBJECTIVE 4

The students will be able to use their self-awareness factors

as tempered by abolie objectives assimilation, to proceed (or
reject and re-select) with exploration and beginning skills
acquisition activities related to their selected career.

ACTIVITY TO MEET OBJECTIVE 4:

Presentation: The instructor should give an overview of

Quality Assurance subfunctions and activities within the Food and
Kindred Products. At this time the students should have profiles
of themselves and selected profiles of various occupations and
careers within Quality Assurance. The object of this topic is to
have the students, to the degree possible, take their own self-
awareness and goals profile and utilize the information via the
decision-making model,-to decide to continue exploration in,one or
many Quality Assurance careers, or to reject further exploration
in this field and select another (tentatively).

INSTRUCTIONAL RESOURCES

The Structure of Mhnufacturing, Figure 2, Page 16.

Food or other product,specification.

Data concerned with end product use.

Previously listed texts and texts from Engineering Function

Bibliography.

All prior data acquisition and work-activity sheets frori

within this topic section plus those of Units 1, 2, and 3.

Towards Matchin Personal And Job Characteristics. In Occu-

patiolTiiOutlo erly. U.S. Department o La or, Manpower
Administration. Winter. 1971.

- 61
EVALUATION

The evaluation of this objective is -being-able-to utilize

the element decision-making model in any dimension, be it QUality
Control or personal or other.

This model is useful in the selection and predictive ac '-

ties concerned with objective S.

The evaluation criteria would be based on the ability of the

student to acquire pertinent information and categorize it properly
within the decision-making model and U5e the information to nake a
"good or proper" decision.

Evaluation,of this unit would be made subjectively by both

the instructor and student (with, perhaps, a counselor and/or
industry resource personnel). The evaluation would be based on
the amount of understanding that the student has of future needs
(educational and experiential) as they relate to known student
profile.

OBJECTIVES

The student will be able to identify, a proposed course of

further education and/or experiences necessary to the continuing
pursuit of a career within the Career field selected at some
desired or indicated level.

ACTIVITY TO MEET OBJECTIVE 5:

Presentation: After the decision-making and the first

interpretation, either to continue exploration in Quality Assurance
careers or to select another career field, the instructor should
ask how the student plans to do this.

This should bring about identification of data-poor sections

of the decision-making model and what other experiences and
information might be desirable beforepaking the final decision.

LABOR OR WORK ACTIVITY

The students should be able to utilizq the decision-making

model and the information properly weighted and categorically
assigned. The students should be able to fill in the Nhnagement
Activities Chart (Figure 4, page 52) converted to their own con-
tinuing plans for further education or preparation in some selected
career in Quality Assurance or other career field.

7
 Figure 6 - MdDEL: OVERVIEW OF QUALITY ASSURANCE OCCUPATIONAL FIELD

-UALITY ASSURANCE AA@ QUALITY CONTROL CUATIONAI OR JOB FAMILY FUNCTION AND SUBFUNC-

kREA RESPONSIBILITY MD ALUEORITY GENERAL WORK TITLE TION INTERFACE

1 Quality Assurance and General. and Te'chnical Milagers or Management Function

Quality Control Management DirectorSi Adndnistrative ASsiStantS Support function

Secretarial anglerical Engineering Function

Qualivykssurance Systems Engineering Usually staff not line positions Factory Function

3, Rel1abi4 Engineering aigineers (variets); MatheMatici.. Management Functions

1- Maintainability Engineering .
Highest Technician Levels ort Functions

5. Systems_.Environment/Life Testing Factory Functiors

Quality Control'Engineering General and Technical Managers Support Function

Adminiitrative Assistants Ftgineering Function

Secretarial and Clerical Positions Factoiy Function

Line positions within QC structure

7. Parts and Components Engineering Engineers (various); Support Funttion

8 Materials and Processes Laboratory Highest Tech4cian Levels Engineering Function

9, Standards Laboratory Highest Inspector Levels Nam? Functim

101 Test Equipment Engineering Low toliddle engineering and

11. Enviromental Test Laboratory Factory lilinagers

12, Data Processing (acquiSition,: Full spectrum of Data cessing , Support Function

reduction and analysis) subftiction 'Engineering Function

13. Statistical Reports and Services Engineers (vatiots)

14. Field Engineering- Hi- est Technician Levels

1S, Inspection and Test Inspectors, various all. Technician Engineering Function ,

.glades Factory Function

 The student should be able to construct a career-ladder
within the field of Quality Assurance and to determine future
training, education requisites for each level. Also, the students
should be able to relate what skills they already possess to those
yet to be acquired, assuming they opt for careers in this occupa-
tional field.

ROLES AND SKILLS

PURPOSE

The purpose of this topic is to extend the methods of selec-

tion and inquiry learners have already initiated, by having them
explore the skill and job characteristic components of occupations
within a subfunction through a variety of methods. It is suggested
that various audio-visual resources be used to review what goes on
in the production process from the perspective of all functions.
What steps and what tasks are involved? Who does them and what
these people have to know and be capable of doing in order to
perform these tasks? A secondary purpose is to give the learner
the opportunity to study an industry in more depth to gain a
better understanding of what manufacturing is all about.

DESIDI

The topic design provides the opportunity for learners to

experience, through simulation, basic occupational tasks. Learner
experiences are also designed to provide study of job performance,
skill requirements and exemplary processing systems within an
industry. The end result of these activities should be a better
understanding of skill requirements for job occupations and the
impoAance of specific job performance in the overall processin
system.

SKILLS

T6 learners are provided the opportunity to practice commu-

nication and interpersonal skills as well as reading, writing and
research skills. The first two are very important in terms of the
work liorld and this topic is an opportunity to take a harder look
at what comprises these skills. Another important skill acquisi-
tion will be self-assessment.

OBJECTIVE

The learner should be familiar with the skills required for

entry level in various job categories and should be able to
realize the idea of skill requirements in a processing system.

77
64-
-INTRODUCTION

Prior to the topic activities the instructor should spend

some time discussing the lesson content and particularly the idea
of simulation as a method of learning about something without
actually having to be on-site. It is important that learners
understand this idea before the lesson begins. Discussion should
also focus on how skill requirements for jobs can be identiffee-
and what the term "entry-level skill" mans. Again, it is impor-
tant that learners understand this idea prior to experiencing the
activities in the topic.

As part of the introduction, the group should also discuss

what a processing system is. Particularly important is the con-
cept of sequential steps. The idea that being able to perform one
task in the sequence may be dependent upon someone else doing
something is important. This will provide a basic understanding
of the assembly line concept and the interrelationships of the
other personnel such as lawyers, researchers, payroll personnel,
etc., who are not in the line but are part of the total operation.

INSTRUCTIONAL RESCVRCES

For typical manufacturing industry organization stages of

production, etc., see: Industrial Arts Curriculum P ject: The
World of Manufacturing. McKnight and McKnight.

Booklet: National Canners Associa-

tion. 113 20th treet, gton, D. C. 20036.

Useful Checklist:

PLANNING: Choose items to be served. Mhke a list of

specifications 'ze, quality, etc.) for economy of
purchase.

2. PURCHASING: Inspection.

3. STORAGE: Is refrigeration or other preservation neces-

sa (See Ball Corp.)

4. DESIGN.

S. PRODUCTION: Sandwiches, beverages, etc., preparing raw

materials; making components; assembly, etc.

PACKAGING AND LABELING: Deceptive packaging and accuracy

in labeling.

MARKETING AND DISTRIBUTION: Was market surveyed before

production was initiated? How?

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78
 Filmstrip: Refri erated_Food Stora e Princi les. National
Audiovisual Center. .5

Book: Fundamentals Of Food Processing Operations. AV

Publishing COMPanf.-71967.

Booklet: The Science Of Food Preservation (for students

and Some As4ects 00 eservation ea ei Reference Manua
Ball orporation.

Book: The Techriolo Of Food Preservation. AV1 Publishing

Company. 19

Film: Sweetness And Light. Association-Sterling Films

(Sugar Refining Process)

Dictionary Of OECupational Titles. U.S. Department of

Labor.

Job Guide For Yo -lorkers. U.S. Department of Labor.

Film: Home, Sweet Homestyle. Association-Sterling Films.

(Mass production baking)

EVALUATION PROCEDURE

The instructor should judge the overall success of this

simulation activity relative to student participation and interest.
The instructor should be especially sensitive to learner input
into the activity like corrective suggestions, etc., which improve
the production process.

It is important that learners realize the importance of

rapidly effected technological advances in industry. The instructor
should be satisfied that learners have gained this awareness.

TEACHING ACTIVITIES

As a springboard for class discussion a generalized manufac-

turing production/processing system should be presented, using
handouts, transparencies, films or other aids. Discussion should
then be directed toward the specialized area of food processing,
with appropriate resources for support. The concept of simulation
should be briefly reviewed, and used to lead into an explanation
of how preparing a class luncheon can simulate the major activi-
ties in a food processing operation. Roles should be chosen by
the learners in planning, purchasing, processing (preparing
packaging, marketing, or distribution. Learners should then
choose. roles consistent with the needs of the processing operation.

79

-66-
The class should then iTiplement the activity, playing the neces-
sary roles from plaaning to the ultimate role or consumers. For
each of the roles identified, learners should develop a profile of
the skills, knowledge and ability usually associated with each in
the work world. Industry personnel can be used, standard resources
and job descriptions (DOT, Occ iiational Outlook Handbook, etc.)
cam be referred to in developing ese pro ies.

Using information obtaimed from published sources, as well as

first hand from field trip to and/or speakers from local industry,
gather comprehensive data for analysis of plant operations. Each
major depaiUnent or system should be surveyed, using a prepared
analysis sheet. Emphasis should be placed on new technologies or
systqms, and their impact on previously existing occupational
groups, as well as their demands for new skills. Questions like
the following can help focus learner efforts:

1. How have new_productian systeMs/machinery affected the

emploYment of unskilled/semi7skilled workersT

How does the development of new technology affect

employment? Is there need for more research and develop-
ment people? When?

Have new occupational groups come into existence as a

result of technological or systens advances?

Generally, have advances brought about any changes in

the demand for skills, knowledge, ability, for workers
entering the industry? (This question should be
attended to in more depth than the others.)

Have learners choose a type of.food processing operation

which exists in the community, as a real world example can be
examined. The\learners should arrange on a chart, the proper
sequence of the major operations the industry perforns in pro-
ducing products and classify the skill, knowledge and abili
levels of the actions called for in these operations, using the
Dictiona Of Occ ational Titles and Job Guides For Yowl Workers
an a e t em note any e ects o increasing use 0 newpte
nologies in food preservation techniques within the firm, such as
freeze-drying, and automated processing equipment. Particular
attention should be given to technical sequencing, mechanical
operation, and the serv-ices and tasks of inspectors and monitors.
The learners can gather much of this information from personmel
within the firm. The instructor should insure that learners
attend all the functions and major subfunctions as far as they are
involved idth or effect the production operations.

80

67-
INSTRUCTIONAL RESOURCES

Analysis sheet...See, U.S. Department of Labor, Han book For

al zing_jobs and The Dictiona Of Occ a ional Titles.

Task Analysis Inventories, A Method For Collection JOb

Informatkm. Unitea States Department of-Labor, 1973.

Speakers from local food processing plants.

United States Department of Labor, Bureau of Labor Statis-

tics: Industry Profiles, and Ihdustry Trehd Services, Food And
Tobacop,1968. Joint Council on Econotic Education.

EVALUATION PROCEDURE

The sequencing and classifying should,be reviewed for accu-

racy and completeness. A reason ly true accounting of what goes
on'in an actual operation shoul result from this activity.
Accompanying this description s ould be a profile of the skill,
ability, knowledge requiremen for persons performing the various
operations. Probably the be way of doing this is to ask learners
to develop a flow chart whi shows' th e process steps and provides
space to enter the profiles next to the various operations. Below
is a suggested schematic:

INPUTS

Personnel Product
Materials
Machines
Money
Time

Learners can use this Chart to highlight those operations,

where technology has changed or altered the Character of the
operations

68-

81
 WENT PATTERNS

PURPOSE

There are two purposes for this topic. First, the topic
provides-a-set of suggested activities which can give learners
further experiences in exploring and'learning about one segment of
Mhnufacturing, namely, Food and Kindred Products. Second, the
topic encourages learners to know more about the kinds of employ-
ment opportunities that exist now and in the future.

DESIGN

This topic is designed so that learne s discover employment

opportunities as a result of analyzing how, within the industry,
various tasks are done and how emerging technology affects the
need for people to work in these task areas. By designing the/
topic in this fashion the depth of exploration of_the industry
increases while directing the student's attention to assessing
employment opportunities. Part of the topic design suggests that
learners go to representative companies and talk,with personnel I

about employment opportunities h3th present_and future oriented.

The assistance of counselors will r,rove ve helpful.

SKILLS

Learners are provided with opportunities to practi e research,

communicatiOn,'interview and model construction skill/ is well as
basic reading id writing skills. Modeling is a new skill for the
unit and is considered very important since it provi es. a very
useful tool for analyzing processes and jobs in a cr tical objec-
tive manner.

OBJECTIVE

The learner should gain further awafeness of the industry in

general, as well as specifically and to gain knowledge of the
employment patterns and opportunities within theindustry.

INTRODUCTION

The topic introeluction should include general discussion of

the kind of tasks and industry has done on both a continuous and
,

emerging basis. Continuing tasks are such things as insuring that

packaging of products is consistent and within legal standards,
that sanitary conditions are maintained,.that the product/is
selling and so forth. Emerging tasks might be those concerned--
with ecology, and the need for new or better products.

69-

82
 The topic should also be introduced with discussion of how
you discover what employment patterns and opportunities exist
within an industry... The idea of researching should be discussed
and.the various methods of doing this research should be brought
out, such as interviewing 'industry people, reading about new
tejmological advances, researching government regulations which
may place increased or new demands on industry. The instructor
and learners should try to discuss several such methods, including
the use of such standard resources as newspapers, employment
opportunity bulletns, industry bulletins and the Occupational
Outlook Handbook.

INSTRUCTIONAL RESOURCES

Representatives from industry can come to the classroom or

meet with students at the job site to act as resource experts.

What's_New On Labels. Slides, Cassettes and TeaCher's

tanual. 1ational u loviSual Center. $4.50.

The Fair Packa And Labelin Act. (Slides) $9.66... D.E.

Edgerly, e_. _ts easures roor_inator, Office of Weights and
Measures, U.S. Department of Commerce, Washington, D.C. 20234.

-There are also several booklets available from the National

Bureau of Standards.

Special Re ort: Canner/Packer. One i'lateway

Education.
Center, Kansas CitTMissouri 66101. (Survey and analysis of
education for and within the food processing industry.)

A gcid general resource on employment opportunities is in the

Occupational Outlook Handbook and is included here as a resource.
Tt provides a goo5bVerview of the general labor market.

A CoTplete Course In Canning, from Canning Trade, Baltimore.

1969.

Standard career information sources, both government and

commercial. (Career SRA, B'nai B'rith,- Occupational' Outlook
Handbook.)

EVALUATION- 20CEDURE
1

The 'instructor should monitor the task groups as they work.

Decisions concerning the group.performance should be based on the
judgment of the instructor. ilhe most important thing for the
learners is to rate the employment opportunities for the occu-
pational groups they encounter. To insure that they have accom-
plished this, the learners can be asked to complete a worksheet
like that provided in the resources.. Also, the instructor can
83
70
poll learners or ask them to write a short narrative rating pre-
sent and future employment opportunities and the trends of these
opportunities relative to which facets or problem area within the
industry will have the greatest demand for new personnel.

The instructor should revi6w the interview experience with

the learners and judge their understanding and participation in
the.experience. Obviously, if some leatners have.conducted an
interview while others have participated only by-viewing or_
hearing a recording,'the standard for instructor judgment should
reflect the differences above.

The models developed should 5e reviewed as well as the rating

the learners make about employment opportunities within the pro-
cesses modeled. The ratings should be judged according:to the
structure and supportive information the learner provides.

MkCHING ACTIVITIES

Learners should be organized into task groups to explore ways

in which the food industries address and:attemet to control various
production and ecological problems, such as deceptive packaging,
nonuniform weights, air pollution, water pollution, etc. Ast.he
learners study these topics, they can be examining, through
tandard resources and newspapers, the kinds Of employment oppor-
tunities that exist for the occupational groups they selected.
The learners can also review projected increases in attempts to
solve these problem and assess the impact of these future pro-
jections relative to employment opportunities. The instructor
could ask learners to develop a chart or other suitable represen-
tation of their findings, both in terms of amount of industry
time, money, etc., devoted to the problems and in terms of the
employment opportunities. (The instructor may wish to work with
the guidance department in determining the most effective manage-
ment of this activity.) Learners should pay partiCular attention
to opportunities for unskilled and semi-skilled Workers in the
industry to gain an understanding of why education and training
a-e so important in today's and tomorrow's work world\

If an on-site visit can be arranged for at least d small

group of students to meet With anddnterview a personnel represen-
tative from a food related industry, it would provide an excellent
experience relative to exploring the kinds of employment oppor
tunities that exist presently and those that may exist in the
future. If possible, it would be helpful to haVe such a session
taped (video Or aUdi0) so that the experience could be reviewed by
the other learners. The instructor and/or counselor should work
with/learners in structuring and practicing the interview tech-
niques to be used. A part of the structuring should insure that

84
71
 occupational groups selected by all learners be covered. .1he
instructor should be aware of the fact that an experience like
this can also provide basic inquiry skills which can be of tre-
mendous help to learners in the future.

An important aspect of food processing is the efforts to pro-

tect food from spoilage and to preserve or enhance color and
taste. The learners can investigate how these tasks are done and
what is involved in these tasks relative to the occupational
groups the learners selected. It could prove interesting for the
learners to model the ways in which the protection and preserva-
tion of food are accomplished by illustrating the steps and
sequences in flow or task analysis form. Such a model can include
illustrations of chemical treatment, refrigeration, canning,
freezing, freeze drying, curing and the use of antibiotics and
ultraviolet ray treatments. The amount of detail expected in this
1 e arne r-proj ect=will-depend-on-t ime-and-what-an-instructor-deems
as appropriate in terms of the \Orojective. The instructor should
encourage the learners to check the employment opportunities in
the task areas being modeled.

TIE REAL WORLD

PURPOSE

The ultimate step in Exploration is the actual personal

experience in the work world through participating in a coopera-
tive program ,of some type, whether serving as a volunteer in the
school or community or becoming'involved in a work study or other
similar program. If learners do gain such experience they should
be able to make more realistic judgments about their own future
life.

This topic is actually a set of suggestions reflecting ways

in which this real world tryout can be provided for learners.

DESIGN

The design of this topic calls for the provision for work
-_-,exi)erience for learners.
This will require the efforts of a
placement coordinator or assigned school agent to work with
learners and various industries, Or other agencies in order to
locate suitable situations for learners.
SKILLS

Learners seeking a personal work experience in the Food and

Kindred Products area should receive experience in applying for
jobs, interviewing for jobs, Communication, interpersonal skills
and basic work skills, like being on time, following directions
and so forth, even if the experience is simulated within the
school.

OBJECTIVE

Lealners should have at least one personal work experience

during the Exploration phase of their education life in order to
gain an understanding and awareness of what work is all about.
Also, they should be able to make decisions about their own future
based in part on thiswork experience

INTRODUCTION

Learners should be told that provisions haVe been made for

them to participate in a work experience situation in the Food and
Kindred Products industry or in a simulation program. Those
learners who wish to take advantage of this should be told to
apply for the "jobs" (which should be arranged and listed in
(In
advance). A standard application form should be available.
order to insure a variety of types.of opportunities, it is essen-
tial that certain experience and educational requirements not be
considered although learners should fill in these sections on the.
applicatirm.) Arrangements should also b6 Made so that learners
can be interviewed for selected positionS. They should be told
that this will be part.of the procedure/for work experience place-
ment. (This form should resemble those used by personnel depart-
ments at cooperating industrial sites.! Possibly actual forms
could be made available.),

INSTRUCTIONAL RESOURCES'

Consult your lOcal Chamber of Commerce, CIE Coordinator, or

State:Training and Employment Service for kinds of jobs available
in your community.

National Frozen Food Assoc' tion.

National Food: eservers Association; and National Audio-

visual Center (films).

EVALUATION PROCEDURE

The learner can be assessed for participation. If the parti

cipation is a wOrk-Study, volunteer, or patt-time employment
experience, the supervisor or employer should be contacted to

73 -

86
-assess_how learners have performed,- -If-the-experience As-in--
school, the appropriate school personnel should be contacted
relative to student interest, promptness and knowledge.

TEACHING ACTIVITIES

Learners interested in a personal work experience related to

the Food and Kindred Products industry should be encouraged to
apply for such an experience. Various kinds of out-of-school
opportunities should be available. Learners should also be pre-
pared to be interviewed for one of the available positions. As
part of their work experience they should be watching, listening
and learning about the work world. When they complete their -rk
experience.they should make a brief oral presentation to the class
about their experiences.

. If it-is not possible of-desifiElle-td-arrange out-of-school

work experiences for the learners, a program of simulated experi-
ences can be developed. Such a program could be conducted within
school facilities taking adVantage of the cafeteria and associated
food service facilities. Learners could serve in various roles
related to food storage, processing and preparation. Whenever
possible, they could also take part in the purchasing, distribu-
tion, and bookkeeping functions, as well as other related activi-
ties. For all identifie&openings, learners should make a formal
_application, appear for an interview and' be expected to maintain a
work s-chedule, etc.- Arrangements for and conduct of such a pro-
gram should be made through the cooperation of hoffie economics, ,

science, cafeteria and guidance staff,.to insure an integrated

experience for learners.

If this situation prevails it would be an ideal time to

establish an industry simulation by function:' Management, Support,
Engineering and Factory. Then the occupations could be assigned
to interested students and a representative:industry set up,
operated and evaluated.

SOURCES OF INFORMATION

Ti-LE NIANAGENINT FUN TION

American Economic and Business_Histoi Information Sources.

Robert W. Lovett, E_itor. Gale esear Corporatica;7656k
,Tower, Detroit, Michigan 48226. 1970.

-Industrial Nana ement Series. (R) (P). McGraw-Hill Text-

Tilms, 3_ I West 44ni- treet- New York, New York 10036. (Rent
or Purchase) Titles are:

1. Delegating Work 4. Personal Problems

2. .Enforcing Rules and Procedures 5. Personality Conflict
3. Hidden Grievance 6. Trouble With Women

74
7
 PORT FUNCTION

Accountin Information Sources. Gale Research Co o a-

on, Boo_ ower, letroit, Mi . 48226. 1972.

Finance: ower conomic Education: eitortunities in

American Economic Li o_ert L. Darcy and P illip E.
PoWell. _oint o-cil on Economic Education, 1212 Avenue of
the Americas, New York, N.Y. 10036. 1968. (Revised 1972)

Personnel: Personnel Mana-e M.I. Jucius. Richard D.

Irwin, Inc.,IM-Ridge Roa_ Homewood, Ill. 60430. 1967.

Public Relations: Understandin -blic Rola ions. etro-

media Analearn) Didactic SYStems, nc., Box A ranford, N.J.
07016. (A programmed text containing more than 1100 entries
coverning-adverti&ing,-publit-relationsi-marketingbusiness
law, ett-.)

Sales and Marketing: Career _Information: --ketin Dis-

tribution. Ameritan Vocational Association. 1S1P H. Street,
NTITT-W-ihington, D.C. 1970.

To Market To Market (FL). The Sperry and Hutchinson Co.,

Consumer Services, P.O. Box 935, Fort Worth, Texas 76101.
(Deals with merchandising techniques.)

THE ENGINEERING FUNCTION

Engineering: Ellineering As A Career.-3rd Edition. Ralph J.

Smith. McGraw-Hill Book Co., 330 West 42 St., New York, N.Y.
10036. 1969.

Quality and Reliability Engineering: Da With the icthn

çpy 16mm (FL) Optical Sound, Color, minutes. is-
ri utor: Upjohn Company, 7000 Portage Road, Kalamazoo,
Missouri 49001. (Describes research and clinical testing,
manufacture and packaging of products, filtering and extrac-
ting processes, testing and bottling procedure and assembly 1

operations. 1965) (Free Loan

1

THE FACTORY FUNCTION

ft2Iy!2c91,72ations: lo lent Outlook. .Factory opera-

tives, assemplers, inspectors, etc. uperintendent of Docu-
ments, U.S.'Covernment Printing Office, Washington, D.C.
20402.. (Stock 2901-0825).

Kids and Cookies. 16mm Optical Sound, Color, 14 Minutes.

agaibutor:-71.tiona1 Biscut Co., 425 Park Ave., New York,
N.Y. 10022
88
75
OTHIR REFERENCES

Meat Products: National Provisioner, National Provisioner,

Inc., 15 W. Huroira:Tallago, Ili: 60610.

Poult-Fanarketin:._ Poultry and Egg News, Inc.,

1338, Gainesville, Ga. 30501.

Garden State Publishing Co., 4411 Landis

E(2.11DLIDir-e__-_t_2
Avenue, Sea Isle City, New Jersey 08243.

Dairy Products: Journal of Milk and Food Technolo Inter-

national-Association of Milk, Food, and Environmental Sani-
tarians, Inc., P.O. Box 437, Shelbyville, Ind. 46176.

Canned and Preserved Fruits, Vegetables and Sea Foods:

Canning Trade. Canning Tradei 2619 Maryland-Avenue,
altimdFiTHIT. 21218. Serd-Mbnthly. $5.00 per year.

Frozen Food A e. Frozen Food Age Publishing Corp., 366

ison avenue, New York, New York 10017. Mbnthly. $8.00
per year.

Grain Mill Products: Grain and Feed Journals 7 Farm Service

Center-5. Dean M. Clar Board o Tra e Bug., _icago, Ii
60604. Seti-Montbly. $4.00 peryear.

Bakery Products: American Iride.endent Baker.American

Bakrs Publishing o6 2'21 e.gwic Avenue, Bronx, N.Y.
10468. --Ivionthly. $3.00 per year.

Bakery Indus_- Clissold Publishing Co., 401- N. Wabash,

RooM-5-34- Chicago, Ill. 60611. Bi-weekly. $5.00 perYear.

Sugar: u ar Bulletin. American Sugar Cane League of the

U.S.A. WEitney Bank Building, 228 St. Charles St., New
Orleans, La. 70131. Semi-monthly. $5.00 per year.

Confectionery and Related Products Cand and Baked Snack

IndustrL. Magazines for Industry, Inc., fin ave., ei.
YorE, New York 10017. Bi-weekly. $5.00 per year.

Beverages: American Soft Drink Journal. Publishing Enter-

prises, Inc., 323U-Pea tree ., Atlanta, Ga. 30305.
Monthly. $5.00 per year.

Beve-ge Indust- News. (Alcoholic Beverage's) Industry

Publications, mc., 703 Market St., San Francisco, Ca. 9410
Semi-monthly. $.50.

- 76-

89
Coffee and Cacao -Journal. Coffee and Cacao Institute of the
111- Ines, -Manila;'PhillipirieS:'
$2.$0 per year.

Macaroni Journal. National Macaroni Manufacturers Assoc.,-

336,-Palatine, Ill. 60067.-- Mbnthly. $6.00 per year.

§_aliTan American Soybean Assoc., Hudson, Iowa 40643.

13 issues per year. $10.00 per year.

Your Future in Food Technolcla. Brissey, George. Richards

Rosen Press. 1966. 159 p. $4.00. Library Edition $3.78.
Discussion of requirements, training, and outlook for the
application of food technology in the modern world.

Food Science & Technolo A Career For You? 10 p. Career

Brie --Institute-o Foo.-Te o1ogists,_221_NorthIa_Salle
Street, Chicago, Ill. 60601.

Career ..ortunities in the Meat Packin Ind A repre-

sentative listing o jo titles, joi .escription, and aca-
demic requirements. American Meat Institute, 59 East Van
Buren Street, Chicago, Ill. 60605.
a

Job Descri CB American B- ers Coepera-

eanec ew Jersey.

Bakin Ind ob Descri-tions. Detailed descriptions of

approximately twenty Jo s, one s eet per job. :AIB.

A Complete Course inCanng. Canning Trade, Baltimore, Md.,

ninth e ition, 1969. Contains a brief history of canning;
suggestions for the contracting of acreage and buying har-
vested crops; directions for factory handling, processing,
and packaging; recipes for.speciality products; suggested
layout for plants; discussion of food inspection, and other
topics related to canning.

Health and Nutrition: Food and Nutrition Food Needs of

Family Members. Supplementa essons or raining Extension
Aids. USDA Extension Service. For sale by Supt. of cu-
ments. (35fl 52 pp.

CAREER INFORMATION SOURCES

and Preservin t Chronical Guidance Pliblica-

tions, Inc.,-Mbravia, N.Y. Describes employMent opportunities
in the canning and preserving industries.

77

90
Fin 'n _-About -Bottlin- Plant Werkers. Stience Research
sociates, 19- . p. Junioroccupational brief sum-
45(t.
marizing what the work requires and offers.

Findin Out About Frozen Food Processors. Science Researeh

ociates, 1967. 4 p. 45. Junior occupational brief sum-
marizing what the work requires and offers.

Finding Out About Food Technologl.e. Science Research

sociates, 1967. 4 p. 45(p. jailor occupacional brief con-
taining brief facts about the job.

Food Freezin and Cannin7 Workers. Occupational Brief No.

123. Science esear sociates, Inc., Chicago, Illinois.
Describes employment opportunities in the freezing and
canning industries.

78
 PROGRAM PRODUCT CATEGORIES

INTRODUCTION

Reference is made to figure 2, page 16-and Table I, page 17.

The product categories are'shown along the bottom line of the
manufacturing structure and are nunbered 19 through 39. These
numbers are related to specific product categories listed in
products is
Table I. When any product category and one or many
taken as a curriculum design baseline, the structure of manufac-
turing will become dynamic in its interrelated elements. Starting
curriculum design at any point of product interest will generate
the design parameters by such typical questions as:

What functions are necessary to the manufactur of-this-

product?

2. What processes are necessa

3. What characteristics will this type of Manufacturing

Enterprise encompass?
--

Also, by use of the interrelationship between functions, pro-

cesses and products, exploration can be widely and rapidly accom-
plished. The entire span of subfunctions, work force structure,
process machinery and equipment and manufacturing environments is
will be
made highly visible. During this phase of study it
possible to keep away from teaching narrow jobs and tas l. and
permit open-ended exploration by function.

The following pages contain:

1. Brief description of each product category.

2. Suggested learning experiences per category.

3. Sources of information and resources for each product

category. These are classified and related by function
and by general applicability.
of
The Exploration Student Nianlial contains, the sane structure
product categories and is expanded in terms bf:

1. Industry definition
2. Types of products
3. Importance
4. Typical jobs
S. Expected working conditions
6. The future of the industry

79-

92
 Both this Instructor's Guide and the Student Resource.Manual
should be utilized in design, development and operation of a pro-
gram in exploration of manufacturing occupations.

The manufacturing products category include the twenty-one

products categories that follow in the next section.

ORDNANCE AND ACCESSORIES

This major group includes establishments engaged in manufac-

turing artillery, small arms, and related equipment; ammunition;
tanks and specialized tank parts. ,..ighting and fire control equip-
ment; and. miscellaneous .0.Tdnance accessories:,-not-elsewhere-
classified.

ACTTVITIES AND EXPERIENCES

In order to understand how ordnance and accessories contri-

bute to society, instructional Activities'should include:

1. Visit the library and research the inventions, pro-

cesses, and products that were the result of ordnance
industry output, both in war and peace.

2. Research the changing defense methods that have resulted

from changes in weapon systems and their capabilities.

3. Read and consider the effect war has on this country's

economy, especially during the second world wan EaCh
student should also realize the'effect defense cutbacks
have on employment, income, and general iavestment and
conSumption.

To more positively identify with the field of ordnance pro-

duct on, it is suggested that the instructor:

1. Read personnel accounts of the role.of radar and the

spitfire airplane in the defense of England.

2. Survey and classify the number of typ6 of sporting

equipmalt produced and distributed within the United
States for recreational uses.

In order to simulate the effect of variations in otdnance

capabilities on international relations; the instructor may:

1. Play standard International simulation games that are

available commercially but vary the industrial and war
capabilities of the natitm states.
9
-
 2. Create crisis sitilations Calling for rapid increased
ordnance capabilities and form task groups to plan,
produce, and service these situations as necessary.

3. Roleiplay the effect of international arms saleS

diplomacy and domestic governments of developing nations
by using nations as primary actors.

To simulate the skills required in entry level jobs within

the ordnance industry, the instructor may:

1. Work with the industrial arts teacher to gain experience

in welding, molding, and sheet metal processing.

Use model kits of ordnance weapons Or systems to assemble,-

install, and inspect such weapons or systems.

In order to be informed of the employment cmtlook within

ordnance field, the instructor should

1. Interview personnel directors and professional groups _ of

scientists, engineers, and technicians.

2. Conduct a survey of ordnance and accessory_firms located

within the ,commity to find the number and type of
openings eXpected in the near future.

Talk with entry level workers concerning the skill

required for this industry as they have experienced it.

To gain experience with the operations within the ordnance

industry, the instructor may:

1. Make use of old equipment to dismantle, inspect, and

assemble small arms, sighting and fire control equipment.

2. Arrange for'part time, summer, or other work programs

within the ordnance industry in the local community.

Visit military establishments to carry out entrydevel

inspection-and operation of ordnance weapons and equip-
ment needed to service thc.n.

CES OF INFORMATION

THE MANAGEMENT FUNCTION:

Business Princiles and Marla ement, B. A. Shilt, D. L.

'Carmichael, H. i son, 5 E ition. South-Western FUb-
lishing Company, 5101 Madison Road, Cincinnati, Ohio 45227.
1967.
9 /I
81
 Foremants Handbook. 4th Edition. Carl Heyel, Editor.
c_raw- o ompany, 330 West 42nd Street, New York, New
York 10036. 1967.

THE SUPPORT FUNCTION:

Accountin Information Sources. Gale ResearCh Corporation,

Book Tower, Detroit-, Michigan 48226. '1972.

Personnel Management and S ervision. R. P. Calhoon.

Appleton-CaEa;TTETts, 440 Park Avenue South, New York New
York 10016.

Economics for the Concerned Citizen. (R) Each film 16mm.

OFEEEi=air, B&W, 29 manutes. Rent from Indiana University
Audio-Visual Center, Bloomington, Indiana 47401. Titles are:

1. The American,Economy and the People in it.

2. Markets and Prices: How do We Decide What, How and for

Whom.

3. The Realities of a Ndxed Econo

4. How we Raise dur Living Standards: They Goal of Economic

Growth.

5. Fiscal Policy: Taxing Government Spending, --d the

National Debt.

The United States in the World Economy: Tra

,Investment.

International Mb etary Problems: Gold and the Balance

of Payments.

Other Economic Sy_te-

9. Some Problems of a Growing Economy.

10. Economic Stability1 The Goal of FulliEgployment Without

Inflation.

11. Mbney, Banking, an Mbnetary Po

12. What Economics is 4i About.

THE ENGINEERING FUNCTION

chanical En ineerin The So rces of Information. The

oe tring ess, nc. 5 erman 1venue, n,
Connecticut 06514.
 A Career o it inee National Society of
_o essional Engineers, _tree N.W. Washington, D.C.'
20006. 1967.

THE FACTORY FUNCTION:

General Indus J. R. Lindbeck, I. T. Lathrop, J. L.

.Bennett Company, Peioria, Illinois. 1969.
eirer.
(Gives overview of industry, materials, processing, and
includes information on occupational-opportunities.)

orld of Manufacturin Industrial Arts Curriculum Staff,

Euitors. is e y McKnight and McKnight. Order From:
Taplinger Publishing Company, 200 Park Avenue New York, New
Yorl: 10003. 1971.

Factory Inspectors. Science Research Absociates, 259 East

Erie Street, Chicago, Illinois 60611. 1968. (DeScribes
nature of work, training, working conditions, opportunities,
and outlook,)

Facto Occ ations o ent Outldok. Factory opera-

tives, assem lers, inspectors, etc. Superintendent of Docu-
ments, United States' Government Printing Washington,
D.C. 20402, Stock'No. 2901-0825.

EDUCATION RESOURCES INFORMATION CENTER (ERIC):

/7

How to Use EkIC. United States Office of Education, National

EiTaill76,71Eaucation. Available from Superintendent Of
Documents/Government Printing Office, Washington, D.C:
20402. Stock No. 1780-0796. DHEW 'Publication No. (OE) 72-
129, Rev. 1972. Ask Ordnance, Weapons, Arms, or
:

Ammunition.

CAREER INFORMATION URCES:

Careers in De:th. :Richards Rosen Press, Inc., 29 East 21st

Street, New Yor , New York 10010. 1969-73.

Caree s After High SChOol. Peter Sandman'and Tim Haight.

TEFTWERIlIan Company; 185 pp. (Paperbound)

TOBACCO MANUFACTURERS

This major group lincludes establishMents engaged in manufac-

turing cigarettes, cigars, smoking and chewing tobacco'and snuff
and in stemming and redrying tobacco.
ACTIiITIES ANIL EXPERIEMEMS

In order to become aware of the impact the tobacco ind

has on society, the instructor should:

1. Visit the library to locate historical accounts of the

development and utilization of tobacco and trace the
vital role it played in the settlement and socio-economic
development of the Southern United States.

Review the amount and distribution of taxes paid by the

grower, manufacturer, distributor and consumer ef
tobacco products in the United States yearly.

3. Survey students and other members in the local area to

!
determine tobacco utilization on a percentage basis.

4: Research health and safety factors to determine tobacco's

affect on the health of people.

To better understand government s role in the tobacco

industry:

1. List the regulating, licensing, and inspecting actions

of federal, state and locaL,governments on the tobacco
industry.

2. Review the changes broli t about.by governmental pres-

sure onfthe tobacco industry-during the last decade.

To gain a better realization of the changing employment

opportunities in the tobacco industizy, the instructor should:

1. Read trade journals of the tobacco industry technical or

trade associations and note the types of jobs that are
advertised. Also research back issues and compare the
opportunities advertised.

2. Visit a tobacco factory or largp retail store and talk

to employees. Ask them to tra e their job history and
relate to the changes(in their mployment in the tobacco
industry.

Interview personnel managers in areas where the tobacco

industry is located. Ask them to discuss the observed
. changes in the tobacco hiring requirements.

Review the type of technical and scientific career

ladders growing within the tobaceo industry as a result
of increased automation and diversification.

97
- 84-
 P. tobacco indust
In order to identify positive
is suggested the instructor:
cst.aition of
1. Researdh the negaive impact of over This
certain forms of tobacco by selected individuals.
tobacco usage
,could emphasize the benefits related to no
or tightly controlled consmption.
by revenue
2. Investigate the funds that are made po_sible
received from tobacco taxes. ,

---
-b-endits to
Consider the advantages that result S cri
tobacco industry research.
the tobacco
Objectively weigh the benefitb receit d by
industry'employees by wages versus the losses impoted by
controls.
health and/or unemployment caused by advertising
within the sub-
To gain knowledge of employment opportunit-es
fields of the tobacco industry, the instructor may:
groups, and
Interview personnel directors, professional of
1. tobacco as
union representatives from such categories
cigarette, cigar
chewing tobacco, snuff, pipe tobacco,
and cigarillo tobaccos.
marketing,
2. Interview representatives of the finance,
research, quality control, distribution and similar
associated with the tobacco industry.
adjacent occupations
with respect to
3. Talk with workers at the various sites
and compensations.-
career ladders, working environments

CES GO'INPORMATION

nrE MAUAGE4E1T FuNaw

ess Princj.les Org4zat.ion and
Manaement. H. A..
.Yregg Division,
nne, ,
reet, New York, New
McGraw-Hill Book Company, 330 West 42nd
York 10036. 1963.

Part II of Automation. 16mm. Optical Sound,

aement Text-Pilms, 330
utes r orO-, McGraw-Hill
West 42nd Street, New York, New York 10036.

Simulations and Games

Box 4,
Effective S ervision. Didactic Systems, Inc.
approximately 3
'ew ersey 07016. Playing ime:
hours. players per team.

- 85-

98
 THE SUPPORT FUNCTION:

Data Processing: Acçg Information urces. Gale

Research Corporation, To= , 48226.
1972.

Legal: Todaylsjusiness Law. K. E. Goodman. Pitman Pub-

lishing Corporation, 6-East 43rd Street, New York, New York
10017. 1966.

Personnel: to Conduct e Se1ectio e vro-

gramed instructi earn. istriutor:
Didactic Systems, Inc ord, New Jersey 07016.

Sales and Marketing: :ketin d Distribution. R. C.

Mason and P. M. Roth. egg- ivision, C ra 11 Company,
330 West 42nd Street, New York, New York 10036 1968.

Sales and lAarketing: Caree rketin- and

Distribution. American ocationa sociation,
trg---7e7e21.W.7, Washington, D.C. 1970.

THE ENGINEERING FUNCTION:

Enginee As A Career. 3rd Edition. Ralph Smith. McGral

ompany, 3 0-West 42nd Street, New York, New York
10036. 1969.

THE FACTORY FUNCTION:

Facto Ins ectors. Science Research Assoc ates, 259 East

Erie treet, thicago, Illinois 60611. 1968. (Describes
nature of work, training, working conditions, opportunities,
and outlook.)

Retail Tobacconist. Retail Tobacconist Printing and Pub-

lishing Company, 1860 Broadway, New Ybrk, New York 10023.
Monthly.

Tobacco Record: The National Ma a e of the Tobacco,

Ind--- -TalaFlYaEiTT-Palls_ -ITURPTT-NETP O.
Los Altos, California 94022. Monthly.

_IILL PRODUCTS

This major group includes establishments engaged in per-

forming any of the following operations: (1) preparation of fiber
and subsequent manufacturing-of yarn, thread, braids, twine and
cordage; (2) manufacturing broad woven fabric narrow woven

99
- 86
 from arn; (3) dyeing
fabric, knit fabric, and carpets and rugs
fabric and knit apparel; (4) coating,
and finishing fiber, yarn, the intearated
waterproofing, or otherwise treating fabric; (5) from
finished articles
ranufacturing of knit apparel and other
felt goods, lace'goods, boned-
yarn; and (6) the manufacture of
fiber fabrics and miscellaneous textiles.
b zween the two
This classification Takes no distinction
in the textile industry:
ypes of organizations which operate materials, produces
(1) the "integrated" rill which purchasesestablishment, and sells
textiles and related articles within the
"Contract" or "commission" mill
the finished products; and (2) the
which processes materials owned by others. Converters or other
which assign materials to con-
non-manufacturing establishments knitting) are classified in
tract mills for processing (other than
non-manufacturing industries; establishments which assign yarns to
for the production of
outside contractors or commission knitters
knit cts.

ACTIVITIES AND EXPERIENCTS

xtile pYoduction makes to
'Knowledge of the'contributio
society can be increased by:
of this
1. Reading historical and/or fictional accounts
by markets,
country's expansion that were influenced
products.
machines, and money assoèiated with fiber
in the develop-
2. Reading the role of the textile industry
several uses of
ment of synthetic fibers and listing
these materials in the home and business.
If not,
3. Visiting a textile mill if one is in the area.
retail store 0 get
visit a yarn fiber, or other fabric
an idea of tile types that are manufactured.
outlook
To develop more awareness of the employment
textile industry:
listing for
1. Visit the library and review.the periodical
in this field.
trade journals and informational booklets
the textile
2. Write to private/and public agencies in
industry for information, mill location and sales docu-
ments.

Check area mills /or retail stores and aslOthe

managers to give their outlooks on future employment.
Opportunities and
4. Consult reference books such as Career
the 2ssuatial Outlook Handbook.

- 87 -

100
 Attend professional or trade meetings related to the
textile or clothing industry. You may also want to.join
these local organizations as a student member.

Meet with area retailers in the textile trades and

perhaps obtain part-time employment for a closer look-at
the business.

7. Discuss the textile business with cu ent workers to

better understand their way of life and rtziprocal
identification.

To familiarize students with the entry level requirements

the fie ds of textile productionf the instructor and students may:

1. Construct dimensional models of establishments engaged

in the preparation of natural fibers or synthetic
fibers. (The model should reflect the states involved
in the production of standard stock textile materials.)

2. Identify the basic operations performed by typical

textile workers in terms of observed skill requirements
(such as manual, mental recall, discrimination, or
pioblem-solving).

Visit personnel offices am _inquire about the job

vacancies related to the-tektile industry.

4. Read local newspapers and national journals and check

thejob ads.

Review the references in the sources of information for

career opportmity publications in this field.

t) gain "hands-on" experience with the operations in'the

textile field, the instructor may:

1. Visit a site where wool, cotton, silk or other fibers

are processed. Talk with employees and discuss their
experiences.

Obtain part- ime work in a mill or retail store that

Manufactures or sells textile products

Visit film libraries and view films and/o slides that

depict work in the textile industry.

To better umderstand career ladders in the te ile production

industry, the instruction should:
 -Interview personnel directors, professional and union
representatives, and various workers to visualize the
progression of typical employees.

2. Visit trade shows or similar expositions of clothing

products and review the marketing information relative
to employee opportunities.

3. Read the references on Career Ladders and/or Career

Opportunities Ln the Career Information Sources,
page 276, or visit a local Career Center to obtain the
latest career information.

SOUREES OF INFORMATION

1-HE MANAGEMENT FONCTION:

Foreman's Handbook. 4th Edition. Carl Heyel, Editor.

Graw-Hill-BoalCompany, 330 West 42nd Street, New York,
New York 10036. 1967.

THE SUPPORT FUNCTION:

Finance: Man.ower and Economic Education; -ies in

American Economac i e. ext rt _larcy an. ilips
owe omt ouncil on Economic Education, 1212 Avenue
of the Americas, New York, New York 10036. 1968.

Public Relations: Effettive Public Relations. 4th Editi

Scott N. Cutlip Enc.,
Englewood Cliffsi NeW Jersey 07632. 1971.

THE ENGINMERING FUNCTION:

En ineerin a Career. 3rd Edition. Ralph J. Smith.

a o ompany, 330 West 42nd Street, New York,
New York 10036. 1969

Quality and Reliability Engineering: To ol.

A. V. Feigenbaum. MtGraw-Hil1 Book Company, S nest n
Street, New York, New York 10036. 1961.

THE FACTORY FUNCTION:

ation: Industrial Measurement. Patrick

gg aw- mpl y t 42nd Street,
New York, New York 100 6. 1966,

Your Caieer in WholeSale Distribution. :National Association

0 o_es e 1st i u _rs, treet, N.W., Washington.,
D.C. 20006. .(Free)

- 89

10
 American Fabrics, Dove Publishing Company, Inc., 24 East
58th Street, New York, New York 10016. Quarterly)

Fibre and Fabric Fibre and Fabric Pdb ishiAlg Company, P.O.
1, ton, sachusetts 01720. (Monthly)

APPAREL AND O11R FINISID PRODUCTS

THE MAJOR GROUP AS A WHOLE

This major group, known as the cut -up and needle-trades,

includes establishments producting clothing and fabricating,pro-
ducts by cutting.and sewing purchased woven or knit textile
fabrics and related materials such as leather, rubberized-fabrics
plastics and_furs,

Included in the apparel industries arethree types of estab-

lishments: (1) the "regular" or inside factories; (2) contract
factories; and (3) apparel jobbers. The regular factories perform
all of the usual manufacturing functions within their awn plant;
the contract factories manufacture apparel from materials owned by
others; and apparel jobbers perform the entrepreneurial functions
of a manufacturing company, such as buying raw materials designing
and preparing samples, arranging for the manufacture of ihe gar-
ments from their materials and selling of the finished apparel.

Custom tailors and dressmakers not operating on a factory

basis are classified in non-manufacturing industries; establish-
ments which purchase and resell finished garments but do not
perfonm the functions of the apparel jobbers are classified in
Wholesale Trade.

ACTIVITIES AND EXPERIENCES

To identify with the apparel ind ry:

1. Visit a Huseum to view both the development of textiles,

leather, fur, rubber and plastic industries, and the
applfcation of these materials to the apparel of the
period.

2. Browse'through c othing stores and note the various

types of materials, styles and fabrics that are used.

3. Arrange for a tour through a clothes factory and watch

the various operations used in making the products.

4. Talk to tailors and ask them to describe their:trade an

the different methods and materials they must use.
1.0 3
90
 To increase,an appreciation of the contributions of the
apparel to society, the instructor may:

1. Survey the non-clothing, fabricated textiles used in the

home, such as curtains, bedspreads, blankets, table--
cloths, awnings, etc.

ResearCh the special uses of protective apparel in

connection with Chemical, medical, and teChnical researdh
as well as such occupations as fire fighting, auto
racing and 'space flight.

Review the various uses apparel made during past wars

such as camouflage, clothes, tents, truck covers, etc.

In order to realize the skills required in a small apparel

factory catering to the demands of rapid style change, it is
suggested the instructor:

1. Work with miniature garments to simulate the design,

cutting, sewing, pressing and similar handwork asso-
ciated with the production of a finished garment.
c.
2. Visit an apparel factory and follow a worker foia.
period of time and observe the things he she does and
the skills he/she uses.

3. Write down what is believed necessary to enter the

apparel industry as a worker and then wirçare it with
what is actually described by persona,. l departments and
trada magazines.

To gain experience with the skills associated -with the

apparel industry, it is suggested the instrwtor and studentsz;

1. Work with thc home economics instructor to perform the

various jobs of apparel production suCh as pattern
making and drafting.

Perform cutting room operations such as marking,

and assembling.

Perform sewing room operations such as hand and machine

sewing, trimming, and inspecting.

Obtain part-time work with anapparel factory 0 a

tailor shop or dressmaker.

Obtain a part-time job as an administrative assistant or,

a maintenance helper in a large company to increase your
awareness of career ladders within the industry.

104
91
URGES OF IMORMATION

THE MANAGEMENT FUNCTION;

Business Principles and Mana ent. B. A. Shilt, D. L.

Ciiiiiiiae1, W H WI1son,St. Edition., Southwestern Pub-
lishing Company, 5101 Madison Road, Cincinatti, Ohio 45227.
1967.

THE SUPPORT FyNcr ON:

Finance: -d ECOMMic Education: I ortuii ties in

_i-xican Economic Li e rt L. Catcy an P thp E.
Owell. Joint Council on Economic Education, 1212 Avenue of
the Americas, New York New York 10036. 1968: =vised
1972)

Public Relations: Effective Public Relations. 4th Edition.

.Scott M. Cutlip and Allen H. Center. Ttentice-Hall Inc.,
Englewood Cliffs, New Jersey 07632. 1971.

Sales and Marketing: Marketing and Distribution. R. E.

NAson and P. M. Roth. -Gregg Livisibni-.McGraw4all Book
Company, 330 West 42nd Street, New York, New York 10036.
1968.

THE ENGINEERING FUNCTION:

Technicians in_the Engineering Field Vol._I Career o--

tunities for Te -icianS-4Ad'Other eciilists. IT M.
Arnold, Editor J a. Ferguson-, Chicago, Illinois. 1968.,

Quality and Reliability Engineering: Tot- roL

A. V. Feigenbaum. McGraw-Hill Book Company, es
Street, Neld York, New York 10036. 1961.

THE FACTORY FUNCTION:

General Industry. J. R. Lindbeck, I. T. Lathrop, J. L.

TOWT.- C. A. Bennett Company, Peoria, Illinois. 1969.

a el Manufacturer. Forge Association PUblioat ons Inc.,

ecticut 06878. Monthly.

Gentlemen's Quarterly Esquire, Inc., 488 Madison Avenue

New York, NeW'York 1 022. (Eight Times Per Year)

i's Wear MA az' e. Fairchild Publications, Inc. 7 East

treet, ork, New.York 10003. (Semi-Miontily)

Women's Wear Dail Fairchild Publications. Daily except

Saturday and Sun

105
 e M&azine d Girls'
ear. _lis g Company, 393 Seven vent
_

MR, New York 10003. konthly) .

e_*ekly, FUT Vogue Publishing COmpany, 127 West 30th

treet, NeW'York, New York 10001. (WeeklY)

Fur Parade. Fur Parade Ltd. , 330 Seventh,Avenue, New York,

New. York 10001. (Quarterly)

Blue Jeans, 16mm. __tical Sound, B&W, 6 minutes. 1958.

istributor: Denim Council, 1457 Broadway, Suite 510, New
York, New York 10036.

Leather in the Mhiin-. 16mm. Optical Sound, Color, 30

minutes. Brown Shoe 'Company, PUblic Relations, 8300 Maryland
Avenue, Clayton, Missouri 63105. 1960. .

EDUCATION RESOURCES INFORMATION CENTER (ERI

How to Use ERIC. United States Office of Education, National

THititucation. Available from Superintendent of
Documents, Government Printing Office, Washington, D.C.
20402. Stock No. 1780-0796. DHEW Publication No. (OE) 72-
129, Revised 1972.1 Ask for: Textiles Instruction: Clothing
Instruction, Finishing; Clothing: Needle Trades, Costume
Design, Pattern Making.

ER AND D PROIXJCFS

Ibis major group includes logging camps engaged in cutting

timber and pulpwood; merchant sawmills, lath mills, shingle mills
cooperage stock mills, planing mills, and plywood mills and veneer
mills engaged in producing lumber and wood basic materials; and
establishments engaged in manufacturing finished articles made
entirely or mainly of wood or wood substitutes.

ACTIVITIES AND EXPERIENCES

---1O appreciate the cantributions lumber makes, to socie

1. VW.t the library and list the uses of lumber and wood
'products in the home And industry.. Paper and naval
stores should also be inveStigated.

2. Trace the impact of suCh operations as clear cutting aad

plywood production on'soil,-air and water resources.
Attempts to improve management of-these resources should
be included.

- 93 -

106
 Visit a lumber mill and/or a lumber yard and note,th
amount of lutberthat is sold. Ask the mill/yard
manager to discuss the yearly sales of the business.

jn order to be acquainted with the actuR1 physical; economic'

and sotial conditions associated with luMbei prOdUction, the
-instructor should encourage students to:

2. Compile a profile of job interests, attitUdes and.ap

tude description from sudh sources as the OHIO INTEREST
SURVEY and compare'the restIts with conditionS of
employment in lumbering as described in trade litera-
ture, news releases, and reference works suCh as the
DICTIONARY-OPOCCUPATIONAL TITLES.

2. TaIk to personnel'directors, union representatives and

workers to-get their views en the Conditions in the
lumber industry.

Get:the opinions of claSsmates, family and friends:con-

cerning the challengesrewards and demands of Outdoor
work in forests and lumber yards.

For an awareness of the job operations in lumbering:

1. Review a model of a legging camp a sawmill and a lumber

yard.

2. Construct working models of such operations as cutting,

sawing and surfacing. (Get the assistance of the indus-
trial arts or carpentry teacher.)

Read case studies about operations in. the lumber indus-

try and role play the various workers parts.

Visit a site where lumber operations are being per-

formed. Observe'the various tasks performed and ask
different workers for their opinions relative to their
respective jobs.

To orient yourself with the career ladder in timber cutting

industries:

1. Use Small brandhes for practicing the jobs of the

"bucker," the "Iigh climber" and the "faller."

2. Visit a forest and role play the part of a supervisor or

a "cruiser"to get an idea of the-immensity of the job.

To get experience in the primary operations associated with

lumber and wood industries:
1 07
 Get permission to enter a woodiot and identiry a tree to
be cut (cruiser), top_the tree and remove interfering
branches °nigh climber), and cut down the tree (faller)
remove bark and branches,-and cut tree to specified
lengths ucker).

Have the timber moved (logger) to the school wood shop

where additional operating such as sawing, planing,
sorting and stacking could be carried out.

Process the wood into such basic forms as crates,

wood or toothpicks.

Obtain part-time work in a lumber mill, wood shop or

lumber yard to get the feel of working with lumber.

SOURCES OF INFORMATION

THE MANAGEMENT FUNCTION:

Envitation to Achievement Your Career in Mana ement.

.7.1-Fa---aritygementit,agement TThIormation
Service, 135 West 50th Street, New York, New York 10020.
1967. '(Free)

THE SUPPORT FUNCTION:

Accoun or Your liture. United Business Schools Associa-

tion, ' Suite #401, Washin on, D.C.
20036. Free

THE ENGINEERING FUNCTION:

gineering Wall Chart

er a e en encil Company, Attention: Adver-
tising Department, lialkes-Barre, Pennsylvania 18703.

Quality and Reliability Engineering: The Torture Testers.

(FL) 16rmn. Sound, Color, 13-1/2 minutes. --Distributor:
Mbdern Talking Picture Service, 1212 Avenue of the Americas,
New York, New York 10036.

Nhnufacturing and Control of Structural Glued Lami-

15Timber. (FL 1 ent, wi
lades. or.
AgirEan Institute of TiMber Construction, 333 West Haiiden
Avenue, Englewood, Colorado 80010.

TUE FACTORY FUNCTION:

General Industry. J. R. Lindbeck, I. T. Lothrop, J. L.

Feirer. C. A. Bennett Company, Peoria, Illinois. 1969.

108
95-
 Testkng of Materials . W. Spaeth, M. E. Rosner, E 0

d-lreath, New York, New York. 1961.

Manufacturing Polict. 6 Vols., 3rd Edition. E. Wickham
rid C. Rogers. Richard D. Irwin,Inc.- 1818
dge Road .Illinois 60430. Vol. 2 -
dustry. Pa a --..
/
.

Bibliograp of Pa lication Sales DepartnEnt..

Teanical Association ot the PUlp. and Paper Industry, 360
Lexington Avenue, New York, New York .10017; 1970.
EIXICATION RESCURCES- INFORMATION

titrni
How to Use-ERIC. United States Office of,Education; a i
o ucation. Available from Superintendent of
Documents, Government Printing Office, Washington, D.C.
20402. Stock No. 1780-0796. DHEW Publication No. (OE) 72-
129 Revised 1972. Ask for: Lumber Industry: Forestry
Occupations.
Forest Products Join'rwl. Forest Products Resear e
201 Marshall Court, Madison, Wisconsin 53705. (Monthly
Wood and Wood Products. Vance Publishing Corprtion, 300
West Adams Street, Chicdgo, Illinois 60606. (Monthly)
!Woodworkng thid. Fuitur D` es . Hite*Ock_Pub,1ishing Com-
pai---LT-,, ?Neaton, plinois 60187.. (Monthly)/
.. ,.-,
World Wood. Miller Freemand Publications, Inc. 500 Howard
Street, .San Francisco, California 94105. tfilY) .

Mill Work Veneer P1 d d Prefabricated Stru

0.
Plywood and Panel. Saturday Evening Post Company, Box 567B,
Indanapo1is, Indiana 46206. IMontlily)

This major grow includes establistments engaged in manilfac-

turing homehold, office, public building, and restaurant furni-
ture; and office and store fixturea. Establishments primarily.
engaged in- t iuction .of mill work are classified in Industry
24; atone and concrete products in Major.G 32; laboratory mid.
italf niturein Major Gro 38;1eauty,and barber shop
jor Group 39; and woodwoing to individual order
or in the nature of reconditioning andj ipair in non-manufacturing
industries. r
ACTIVITIEUNTEXPERIENCES
/
To identify Positively with the industry of furniture pro-
duc ion

1. Trace the hislto ure making and the influence

it has on the val level of technology of a
culture.
r.

Observe the repreien styles of furniture and learn

to identify the styles by sight.

Visit a furniture factory and observe the skill it

requires 'Co produce a piece of quality furniture.

Talk-to a master woodworking craftsman and note

appreciation he has for good furnituxe.

In,order to learn the different job descriptions

furnittire industry, encourage students to:

1. Consult'references such as the Occupational Handbook or

the Encyclopedia of Careers..

Categorize the jobs described into the nature of the

-skills required.

Visit a fxrniture factory personnel office and get a

list of different job classifications in that business.

Ask for an application form at a furniture businebs

establishment and note the jobs listed and the skills
required.

To simulate job operations associated with the furnitime

induStry,-'-the following is suggested:

1. Practice furniture assembly on old discarded 'tens.

2. Watch the operations of furniture making and learn to

identifY systeds,of machine operations, and to isolate
operating principles from written descriptions.

List the operations/and skills used in furniture manu-

facturing and lea 'the differences in wood products.

4. Participate in a dworking class to get actual experi-

ence in naking woäd furniture.

7
 In order to understand the changing exnplpyment opportmities
the ure Indust
ruct a display of the process of production of
plactic molded furniture. List the operating skills,
needed and rePlaced.
e 'are a world map
ce and magnitu
Inte Workers, management, and-co
:nriew
opinions of furniture export-and import.
Visit a furniture factpry and ask the personn
to explain the causes of employment opportuni
To gaidexperience Imowledge
following activitiesmay be followed:
1. arn the handicraft of the indus
wood shops and learning to saw, s
operate lathes..
Enroll in furniture p,holstery classes and perform such
operations as trinnithi filling, :gewing,, cutting and
springfrig.

tain part-time emçiloymenf in a furniture factory or an

upholstery factory.

Awareness of the career ladders associated idth the furniture

dustry can be obtained by:

1. Visiting wood and wood "product plants, teFtile mills e

and metal processing plants to observe the raw materials
used.fri furniture production. Learn to operate some of
the basic machines under-close supervision.

2. Talk with workers and perform entry level operations in

such departnents as machine operation, assembly, finishing,
and cabinetmaking. Note the degree of job train.big
required, and the compensation received.

Interview plant foremen, inspectors, and expeditors.

List skills needed for success and the opportunities for
specialized traiming to fill these responsible positions.
Read the references on careers in the furniture 4ndustry
such as: Careers In d The Thicyclopedia
Careers and Vocation.ar Guidance.

111
- 98-
 . EL A,
_regg Divi-
tión.
omne,
sion, MCGraw-Bill Book Company, 330 West 42nd Street, New
York,-New York 10036. 1965.

THE SUPPORT FUNCTION:

Accountin for Your Future United States Schools Associa-

tion ., Suite #401, Washington D.C.
20036.

Public Relations: An Oc ationa1 Guide to Public Relations.

P'ublic Relations Society of America,
New York, New York 10022. 1969.

Sales and Marketing: Advertisin Clarke, Distribu ive

EduCation Curriculum Laboratory University of Texas
-tin, Texas 78712. 1963.

THE ENGINEERING FUNCTION:

ineering) . National Society of

A Career o
essio gineers, street,-NLW., Washington, D.C.
20006. 1967. (Free)

Quality and Reliah11ity 'Engineering: Manufacturin

Control. Second Edition, Norbert Enri
FRTIEY; Jr. 161 Wisconsin Avenue, Niluaukee, Wisc
1967.

THE FACTORY FUNCTION:

act Testir of MaterIals. W. Spaeth, H. E. sner

New York. 1961.

s10
atio ns: t Outlock. Facto
tives, s e s, spectors, e c terinten
ments, United States\Government Printing Office,
D.C. 20402. Stock Nb. 2901-0825.

Erwin Rausch. Di
New JerSey 020 6.

acturin -6 Vols. 3rd Edition. E. 16.

er and Rogers. Richard D. Irwin, In
Ridge 'Road, Illinois 60430. 1968. Vol.
F.tre apextpound)
.

99-

112
 CARVER INFORMATION SOURCES:

reers in Depth. Rich.ards Rosen Press, Inc., 29 East 21st

Street, New York, New York 10010. 1969-1973.
En do dia of Careers and Vocational Guidance. William
e. nc. in Avenue,
Garden City, New York 11530. 1966.
EDUCATION RESOURCES INFORMATION CENTER (ERIC):

How to Use ERIC. United States Office of Education, National

InstitUte of tducation. Available fivill Swerintendent of
Documents, Government Printing Office Washington, D.C.
20402. Stock No. 1780-0796. DHEW Pdolication No. (OE) 72-`
129, Revised 1972. Ask for: Furniture; Furniture Design,
Furniture Industry Cabinet Making, Woodworking.
Furniture Design and Manufacturing. Craphic Arts Vublishing
Company, 7373 Lincoln Avenue Chicago, \ Illinois 60646.
(Monthly)
Furniture Field. Mimi R. Phillips 609 Westwood Boulevard,
Los Angeles, California 90024. Monthly)
Home Furnishin s Daily. Fairchild Publications9 7 East 12th
Street, IlevrYor eur York 10003. e410

ALLIED PRODUCTS

This major group includes the manufacture of pulp from wood

and other cellulose fibers, and-rags; the manufacture of.paper and
paperboard; and the manufacture of paper and paperboardAnto con-
verted products such as paper coated off the paper machine, paper
bags, paper boxes and envelopes.
ACTIVITIES AND UPERIENCES

In order to better understand the contributions the paper

manufacturing industry makes to society:

1. Keep accurate records of the number of items entering

the home during a two-week period that are composed of
paper or paper products.
Divide the list above into two categories: (1) those
products using paper as expendable items, and (2). those
in which paper is an intrical part of the manufactured
product itself.
11a '

- 100 -
 typical
s rve the different uses of paper in the
classroom and relate them to a manufacturing process.
the paper
Tb increase knowledge of job descriptions within
manufacturing industry, the student may:

Research such occupations as "slashers,'! "screeners "

Of Oc ationi
and "beater engineer" in the Dictiona
Titles or the aOcati(1412.11L22___________.

Categorize the job descriptions, obtained into jobs

calling for a manual dexterity, recall, discrimina ion
and problem-solving skills.

Visit a paper mill to observe the different jobs:atd

discuss the tasks performed with the individual workers.

Simulate the operations assOciated with the pappr manufac-

ig industry with activities

1. Make pulp from bits of tissue paper

hot water, then with liquid starch.

Screen the material using a sieve screen.

Use .pressure an heat to dry the screen pulp.

Dip the paper into a siting mixture and repeat the

drying activities.
6

To gain ins t:into the process of producing paper and paper

of a con-
productE from wood or reused fibers, design a layout
calendaring of
tinuous feed process from logs.in a hot pond to the
finished. paper.

For experience with entry, level jobs within'the paper UMW-

facturing industry, 't may be possible for students to:

1. Vlsit a processing plant and observe the several opera-

tions necessary to prepare the logs for the grinder
process.

Perform the screening, washing, beating, and drying pro-

cesses under the supervision of a teacher.

Perform the refining; cleaning, drying and calendaring

processes with close supervision
ro-
Cbtain part-time employment in a paper mill or
cessing plant.

114
101-
 To identify the field of paper manufacturin

1. Prepare a notebook of the various operations in a paper

mill.

Interview wnrkers, union representatives, and personnel

gers to get their views of the opportunities
ards, and working conditions in the paper madifac-
turing industry.

0 TION

IBE el: IV

Fo iness .
Grifiex Education
go ' 43 /63.

and Communi ibilities of BusinesS in

E. I. DuPont de Nemonis and CoMpany, Pub1icRela-
ons Department, Wilmington Delaware 19898. 1967. -/Pree

THE SUPPORT FUNCTION:

co 10/12 Part TV: Business Data Processin

un reeman, gg
Division, McGraw-Hill Book Company, 330 West 42nd Street, New
York, New York 10036: 1968.

Public Relatio clo dia of Advertisin d Edition.

1. Graham. Fairchil licatians nc.i th:Street
New YOrk New York mop& 1969.

THE ENGINEERING-FUNCTION:

Chemistry-and Your Career. American Chemical Society, 1155

16th Street,-14-X, WasfiEgton, D.C. 20036.. e)

Quality and Reliability Engineering: Quality Control

book. 2nd Edition. I. M. Juran. lifcCraW-Hi 1 Boa
330 West 42nd Street, New.York, New York 10036 1902.

THE FACTORY FUNCTIT:

Jobs. ries). Wisconsin De artment of Lndustry, Labor and

lations. Wisconsin Oc ationalAmalysis Field
Center, 310 Price Place, P.O. x 2209, Nadison,, Wisconsin
53701. Title: Jobs in Papermaking. ,

Biblio h of Pa Publication Sales Department.

sociation o e Pulp and Paper Industry, 360
Lexington Avenue, New York, New York 10017. 1970.
 With an Excitin: ric
Grow
aper ns ute nue,
10016. 1961. (Free

CAREER INFORMATPM SOURCES:

ies E. P. Dutton and Company, Inc.,

York, New York 10003.

EDUCATION RESOURCES INFORMATION CENTER (ERIC):

How to Use ERIC. United States Office of Education, National

Thstitute of Education. Available from Superintendent of
Documents, Government Printing Office, Washington, D.C.
20402. Stock No. 1780-0796. DHEW Publication No. (OE) 72-
129, Revised 1972. Ask for: Paper Nhnufacturing.

Periodicals: American Pa nd Paper Industry

Nhnagement Association, n venue, Des Plaines,
Illinois 60018. (Manthly)

Pulp and Pa er.. Miller Freeman Publications,500 Howard

'Street, an rancisco, California 94105. (Monthly) -

Paverboard Packaging? Magazines for Industry, Inc. 777

Mita Avenue, New York, New York 10017. kmthly)

PRI NG,.PUELISHING, AND ALLIED INDUSTRIES,

This major group includes establishments engaged in printing

by one or more of the common processes, such as letterpress
lithography, gravure, or screen; and those establishments alich
perform services for the printing trade, such as bookbinding,
typesetting, eiigráving, photoengraving and electrotyping.

This major group, also includes establishments engaged in pub-

lishing newspapers, books, and periodicals, regardless of whether
or not they do their own printing.

ACTIVITIES AND EXPERIENCES

In order to increase student awareness of hay/ printing,

publishing and allied industries contribute to society, it is
suggested that the students and teacher:

1. Consult the primary periodical listings of the school

library.

Nhke extensive use of the index of local/ and national

newspapers to locate and scan items Of interest.

- 103

1. 1 6,
 nsult The Dictionary Or Payerback Boolcs In Print and
st the.number of specialized beSks available on a
topic of interest.
Research the number of newSpapers that are published in
the city and/or/state and try to determine the number
of 'People that,read diem.
To increase awareness of employment opportunities that are
available in.the industry, other than in producing boolc, maga-
zines and newspapers, /the student may:
te to private and public agencies for newiI±leases,
regulations, and official pamphlets associated with
their operations
Visit local merchants and record connercial mail coming
into the home to observe the widespread use of adver-
tiserents, greeting cards, and business correspondence
using/printing products and services.
Visit the personnel agencies and get a list of jobs
available in the printing-, publishing and allied pro-
ducts areas.
,

To simulate job operations and skills required in' this

try, /it is suggested students:
1. Prepare a bulletin board to display the various parts of
a manuscript, such as notations, typewritten form,
edited form, typesetting, proofing, binding and distri-
bution mail-
Role play the various categories needed to complete a
printing project. Use a, short term paper to simulate
the printed material as it is processed-through composi-
tion, editing, proofing, typesetting, binding and
distribution. -

Review an encyclopedia to get an idea of the machinery

used in printing. Then construct a printing layout
model to depict the letterpress, lithograph, gravure
screen machines as they are actually used.

To gain an Ins t into the life styles and.working

ions of thoSe in the industry, the instructor should:

1. ,Attend union .and professional trade meetings associated

with'the industry and talk to -the various representa-
tives about the-industry.'

- 104 -
 Interview personnel managers and get their Views rela-
tive to the conditions-in the Various4businesses.1
tyes of
Visit a printing operation to observe'the-
people on the job. Perhaps you could talk to the
workers at different locations-ta realize any differ-
ences in conditions.
skills associated
To acquire experience directly with th
th printing and publishing, students
or publishing
1. Obtain part-time employment in aprintJi
business.
director,
Conduct a structured interview,(wl -a i'Tersonnel
the
skilled tradesman, and foreman with respect to
skills associated with succesSliwithin'the industry.

Take an industrial arts courie 111 printing and pub-

:perhaps
lishing at your school. 5,Ifenpne are available
the. eveningS thtou adiat edu-
ctairses are offered in ,

cation programs.

Become active in the pub1Icatibns of your scho

newspaper and yearbook. =

CES OF INFORMATION

THE MANAGEMENT ibliCTION:

'.hlets and Informatio -11 ces

ess P
ceptional o est 27th Street, N
'itor.
York, New York 10019. 1967f,

American Business S ste Ten films-, each 16mm, optical

soun n a minutes. -: 'Indiana Universi
-Indiana 47401. Titles are:
Audio-Visviil Center Mod
Challenge of Managenerit
1. Rale of the Market,
7. Production and Marketing
2. ang it Evolved ,

8. FinanCial Management/
3. Technological Development
9. Economic Growth /
4. Nation's Resources Government,and the Mhrket
Market and the IndividUal 10.
S.

TH1 SUPPORT FUNCTION:

Accountin
a, gg .

ment _ . derlant
42nd Street, /New
Sion, ffcGraw-Hill ,}3ook, Company, 330 West
York, New York 10036. 1968.,

118
Finance: Bioblio raphy of PUblications. Bureau of Ilusiness
and'Economic Rele Research, Uñiversty o- Oregon, Eugene P
Oregon 07401.

Legal: Ap lied Butiness Law: bless plied to the

Problems- of the IndiVi zen
_is este s g
5101 Madison Road, Cincinna Ohio 45227. 1966.

Personnel: How to Conduct the'Selection Interview. CPro-

grammed InstrUctionl--MetibMedia Analearn. Distributor:
Didactic Systems, Inc, Box 4, Cranford, New Jersey 07016.

Public Relations: Public Relations A Guide to Information

Sources. Alice Norton. a ea ration,
7717,oTETbetroit, MicKigan 48226. 1970.
. .

Sales and Marketing: Advertising, M. Clarke. Distributive

EducationCurriculum Laberatery-,-The University of Texas.,
Aulytin0 Texas 78712. 1963.

Sales Promotion. I. Thomas. Distributive Education Curri-

culum Laboratory, The University of Texas, Austin, Texas.

THE ENGINEERING FUNCTION:

A Career o ineerin National Society of

essiona gineers, I
treet, N.W., Washin cm, D.C.
20006. 1967. (Free)

En ineering Techno1y Careers. National Council of Tech-

nical SChools. 1507Mireet, N.W., Washington D.C. 20005.
1966. (Free)

lity and Reliability Engineering: annin d-

a sis. J. M. Juran and iidL Gryna, r. Tc ra
_mpany, New York, New Ybrk 10036. 1970.

rd Al, Definitions, Symbols, Formulas, and

ables for ntrol Charts," Quality Progress, October, 1969.

THE FACTORY FUNCTION:

World ofManifactüring. Industrial-Arts Curriculum-Staff,.

-Editors. MEKniht and MtKnight. Order from: Taplinger
Publishing CoMpany, 200 Park Avenue, New York New,YOrk
10003: 1971.

119
-106-
 ations: lo n Factory Opera-
Facto
ers, pectors, etc. rintendent of DOcu-
tives, s
Washington,
ments, United States Government Prin mg Office,
D.C. 20402.

The Vocatio Lib a Collection. Bruce Reinhart.

a is g oirqany, lams , ennsylvania.

1. Instruction
2. Professional
3. Journal Libraries
Corpora-
Industrialization. Field Enterprises Educational
tion, se Mart Plaza, Chicago, Illinois 60654.

CAREER INFORMATION SOURCES:

The En cl edia of Careers and Vocational Guidance. 14.11liam

e.-yan ompany, nc., In Avenue
Garden City, New Yorkc11530. 1966. 2 volume

EDUCATION RESDURCES INFORMATION CENTER (ERIC):

How to:Use ERIC. United States Office of Education, National-

of
Institute of Education. Available from Superintendent
Documents, Government Printing Office, Washington, D.C.
DHEW Publication No. (OE) 72-
20402. Stock No.,1780-0796.
Photocomposi-
129, Revised 1972. Ask for: (I) Printing:
tion, Graphic Arts. (2) Publishing,Industry: Publications
Mass Media.

hiC and the Printin: Ind

Periodicals: G
co
Graphic Arts
Chicago, Illinois 60646. Monthi 0 per year.

duction Methàds for Business and Ind Gellert

nest York
.iirpany,

10023. Monthly. 4 per year.

ction'Review and Methods. North AMerican Publishing

37,
eet, Philadelphia Pennsylvania
119107. Nbnthly. $10 per year.

ion Box 417 rea, Ohio 44017.-

per,yea
Inc Book
, Forms and S stemS, American Data Proce
per year.
ower,' _troit, Michigan 48226. Nbnthly.

-107-
 Greeting Card Ma azine. MacKay Publishing Company,
Madison Aenue, New _ork, New York 10016. Monthly. S ter
year.

I ALLIED PRO CTS

This major group includes establishments producing basic

chemicals, and establishments manufacturing prod6cts by predomi:-
nantly chemical processes. Establishments classified in this
major group manufacture three general classes of products:
(1) basic chemicals such as acids, alkalies, salts and organic
chemicals; (2) chemical products to be used in furiher manufacture
such as synthetic-fibers -plastiCs materials, dry tolors and
pigments; (3) finished chemical produtts to be tsed for Lltimate
consumption such as drugi, cosmetics, arid soaps, or to be used as
materials or supplies in other industries such as paints, ferti-
lizers, and explosiies. The mining 0 natural rock salt is
classified in mining industries.

Arrrtrums AND EVERIENCES

To become, more aware of the contributions o
Zuction to society, the student should:

1. List the chemicals in daily use in the home. Check

areas such as the kitchen, bathroom and garage.

2. Visit a library and trace the use of the chemicals used

in cosmetics, foods, and transportation.

3. Attend a class in the school chemistry laboratory and

ask the teacher to show the different chemicals used and
explain their significance in community and school life.

Visit a home economics class and ask the teacher to

demonst7te some of the chemical products used in food
preparation.

To gain a better i.mderstanding of the àsitive role govern-

ment plays with respect to the chemical industry, the class
should:

1. Locate the local regulating, licensing, and inspecting

agencies for.the chemical industries. Visit their
offices and ask them to explain their role in con-
trolling and assisting chemical producers.

121,
- -108 -
 Write to appropriate private and public agencies for the
the
specific regulations and guidelines established for
industry ulth respect to health and safety precautions
for the producer and consumer of chemical products.
and
Consult consumer protection agencies and pure food
drug inspectors for information an itema of interest to
the consumer.

TO have a 1owledge of the source chemicals from whichall

processed cheiniéls flow, it is suggested te:

1. Get a sample of the following natural products and dis-

c.?
play them for relationships:

clay nitrogen potaSh

coal oxygen salt
limestone petroleum- sulphur
water

Research the library and list examples of such p

as acids solvents, and' catalysts.

To know the ca eer opportunIfi;;'with the specific occupa-

tional groups in this industry, the following,activities are
suggested:

"-Wsit'a plan d talk to the following worke

movers, cleaners tors

unskilled ,..
semi-skilled. inspectors, clerks
tors, maintenance men
skilled chemical technicians, metal tech-
nicians, electrical technicians,
data processing technicians
pyofessional emis engineers supervisors

Visit personnel agencies and get a list of job oppor-

tunities related to the chemical manufacturing industry.

department and-try to find out

C. :Visit-the School records
studentsenter the cheiitfral ihdustry-
--what percentage/of
and the types of jobs_they get.--
for a
To get specific experience'udth the skull needed
instructor or
career in the chemical preducts industry, the
students may

Take a chemistry class and perform necessary experiments

using chemicals.
 Obtain part-tire employment in a business that used
chemical products in producing other prodncts.

Purchase a chemistry set and perform simple chemical

experiments such as electrolysis and oxidation.

4. Refine sele8ted chemicals by such operations as washing,

grinding, screening and filtering.
a
A
( hath supervision, prepf ods that&iuire chemical
reactions such as bread making, cannin and blending.

SOURCES OF INFORMATION

MANAGINENT FUNCTION:

d S ervision. B. B. Boyd. McGraw-Hill Book

es eet, New York, New YLA 10036.
1968.

Invitation to Achieve;ent - Your Career in Management.

\merican Management Associatiom; Mhnagement Infbrmation
-&Brvice, 135 West,50th Street, New York, New York 10020.
1967. (Free)

THE SUPPORT FUNCTION:,

Data Processing: Accoimting for Your Future. United Busi-

ness Schools Association. 173tJ M Street, N.W Suite #401,
Washington, D.C. 20036. (Free)

Finance: Directo of Business and Financial Services

Special Li rarieS sociation, ast treet, York,
New York 10003.

Personnel: Persomnel Nhnggement arid Supervision. R. P.

Calhoon. AppletonCentury Crafts, 440 ark Avenue South, New
York, New York 10016.

Public Relations: An Occupational Guide to Public Relations.

Public Relation Society of America c., ait Third Avenue,
New York, New York 10022. 1969.

THE ENGINEERING FUNCTION:

En eerin. as A Career. 3rd Edition. Ralph J. Smith.

' 11 o y 330 Ttiest 42nd Street, New York,
New York 10030. 1969.

110 -

123
 ity and Reliability Engineering: P1
Anal sis. J. M. Juran and F. M.
Mpany, 330 West 42nd Street, New York, New York 10036.
1970.

hl ohn Co 16mm. (FL) Optical Sound,

minutes. $istri.utor: UPjohn Company, 7000
Portage Road, Kalamazoo, Nissouri 49001. 1965.

TI-1E FACTORY FUNCTION:

J. R. Lindbeck, I. T. Lathrop L.
General Indust .

arer. C. A.I3erinett. Company, Peoria Illinois. 1969.

Plastics Te -c MaterIals and Processes. Robert

on. _t, ute at owanda
.

Avenue Bloomington, Illinois 61701.. 1965.

s Ahead in the Chemical Indust Mmufacturing

musts sociation, :' onnecticut Avenue, N.W.,
Washington, D.C. 20009. Free)

Film Guide to Chemic Ch d the Chemical mdi.

act g sts sociatio , ect
N.W., Washington, D.C.120009. (Free)

Plastics Filmstrips. Society of Plastics Engineers, Phila

THia Sectiolf.

CAREER INFORMATION SOURCES:

orld: The Continuin o Ca e rs . Curriculum

Caree
nnovatio ns, nc., a e orest venue od, Illinois
60040.

ies E. P. Dutton and 201

ew o New York 10003.

Careers: Technician. 16mm, Color, 12 minutes. Doubleday

la, 07 Reynolds Avenue Santa na, California
92705.

EDUCATION RESOURCES INFORMATION CENTER IC):

How to Use ERIC. United States Office of Education, National

Iiiilifgfe7R-Eaucation. Available from Superintendent of
Documents, Government Printing Office, Washington, D.C.
20402. Stock No. 1780-0796. DHEW Publication No. (OE) 72-
129, Revised 1972. Ask for: 0) Chemical Industry; Chemical
Technicians, Metallurgical Technicians; (2) Lubricants; or
(3) Ceramics.

- 111

124
 Chemical and igineerizig-News. American Chemical Soc
1155 16th street, NW., Washington, D.C. 20036. Weekly.
per year. ;

Chemical Processin Putman Publishing Company, 111 East

.

aware P1ace,1Jiicago, Illinois 60611. 13 per year. $10

per year.

e en s Pre arationserfums,
smetics, er oi et eparaq_ons-.

Hbusehold and Personal Products Ind

iErDeter ent d
roso ustries. vii e, ew ersey
078I4-.--PBEBIT$8 per year.

titan Point Journal. American Paint Journal, 2911 Washington

Avenue, St. Loufc, Missouri 63103. Weekly. $5 per year.

1900 L Street, N.W.,

Naval Stores Review and Terpene 624 Gravier

Y. $10 per
year.

Lemicals. Industry Pub lications, Inc., P.O.

ersey 07006. Monthly. 4 per year.

Adhesives Age. Palmerton Publishing Company, 101 West 31st

Street, New York, New York 10001. Monthly. $8 per year.

Resin News Inco a in esives and Rash

0-1-Conner -an e a
England. Mbnthly. 6 per year.

PETI NG AND RELATED IrSDIJSTRIES

This Major group includes establishments primarily engaged in

_petroleum iefining, manufacturing paving and roofing materials,
and compounding lubricating oils and grease from purchased
raterials. Establishments manufacturing and distributing gas to
consumers are classified kn public utilities industries, and those
primarfy engaged in producing coke and by-products.

125
ACTIVITIES AhT EXPERIENCES
the petroleum
To develop an awareness of the importance of
industry to socie
week.
1. Cbserve the flow of goods in your home during a
derivatives of petroleum and
rdentify the products or
the petroleumneeds of the delivery systems.

periodical accounts of
2. Read historical and contemporary
in international diplomacy in
the role petroleum plays
today's world.
the
3. Write to transportation agencies for information on
petroleum needs of the carrier and of the world sources.
everyday
Record the price impact oil products have on
products such as gasoline, heating oil and plastics.

government's role in regulating the

To better understand-the
be to:
petroleum industry in America, activities may
in
1. Write to private and public petroleurn agencies
Washington, D.C.

Survey the attitudes of classmates and their parents

toward the concept of an oil depletion allowance.
maintain
. Read current articles about the oil crisis,and
resulting from oil
a file to correlate price changes
supply impact.
associated with
To become familiar with the job operations
class:
the petroleum industry, it is suggested the

1. Construct three dimension displays of the exploration,

industry.
extraction, refining'and delivery phases of the
petroleum
Collect samples of liquid, semi-solid and gas
chemical raw materials such
products used as fuels or
as: crude oil, asphalt, pitch natural gas.
in
TO become aware of the. fact that oil does not wear,out
use, reprecess contaminated oil by:

1. Filtering: A cloth lifted, sand and gravel filled

funnel aS a filter.

Magnetic ifications: A magnet passed throu

filtered oil.

126
- 113-
 Siphoning: After standing, the water can be taken
from the bottom of the container.

To experience the working conditions and life styles of those

employed in the petroleum industry:

1. Obtain part-time work in a petroleum related operation.

2. Observe the life styles in a community where the majority

of jobs are in a petroleum industry.

3. Talk to representatives from the petroleum industry such

as management, labor, personnel and union. Ask them to
discuss the working conditions in the industry and then
compare their attitudes.

To understamd some of the management skills associated Idth

the petroleum industry, the instructor should:

1. Secure records from bureaus:of records and statistics

along with case histories from business or governmental
agencies.

=Interpret and solve problems using this real informatior

from industry.

Identify a substantial management decision made in the .

local cougunity. Jnterview the decision makers,_the

-workers and oonsumers,to evaluate the process_and con-
tent of the decision.

SOURCES OF INFORMATION

THE MANAGMENT FUNCTION:

American EconomiC and Business His o I tion Sources.

R-a;gFi-A7-lovett, tor. a e sear ration, _--k
Tower, Detroit Michigan 48226. 1970.

ndustrial ries. (R) (P) McGraw-Hill Text-

e, reet, New York, New York 10036.
:Titles are:

1. Delegating Work -'4. Personal Problems

2. Enforcing Rules & PrOcedUres S. Personality Conflict
3. Hidden GrieVances 6. Trouble uTith WoMen

114

127
THE SUPPORT FUNCTION:
Gale Research Co arion,
-co fo
48226. 1972.
_owe

lications. Bureau of Business

Finance: Bibli
ea ,on, Eugene, Oregon
and Economic
97403.
Pitman Pub-
Legal: Today's Business Law. K. E. Goodman.
York, New York
lishing Corporation, 6-EaSt 43rd Street, New
10017. 1966.
Richard D.
Personnel:. Personnel Hana -:ement. NL I. Jucius.
ge a mewood, Illinois 60430.
Irwin, Inc., 1

Public Relations: lic Relations. 4th Edition.

ntice-Hall Inc.,
Scott M. Cutlip an
Englewood Cliffs, New Jersey 07632. 1971.

A4y1-14§411g. M. Clarke. Distributive

Sales and Mhrketing:
Education Curriculum LAW,rh
1963.
e University of Texas
Austin, Texas 78712.

TH1 ENGINIERING FUNCTION:

Sta es -
ec o of Infotmation Resources in the United nts,
erinten. nt o
inting Office, Washin on D.C.
tates
20402. 1971.
Society -f Petroleum
Careers in Petro1eiui
gineers o ifl
Al ',way,

Texas 75206. 1968.

American Chemical Society. 1155

mis d Your Career.
cm, D.C. 20036. (Free)

quality Control Hand-

Quality and Reliability Engineering
J. NL Juran. Mc 1-Eook C,any,
book. Znd Edition.
1962.
31141-West 42nd Street, New York, New York 10036.

Sound, color, 13-1/2 mintues.

(FL)
The Torture Testers. 1212 Avenue of
iJistributor 1dem Talking Picture Service,
the Americas, New York, New York 10036.

THE FACTORY FUNCTION:

J. R. Lindbe , I T. Lathrop, J. L.
tt Company, Peoria, Illinois. 1969.

- .115 -

128
 of Oil ar Phillips Petroleum Company, Editorial
3.0 ding, Bartlesville, Oklahoma 74063.
Free)

CAREER IWO TION SOURCES:

ce Series Arco Publishing Company, Inc-,

ow orki New York 10003. 1960-72.

soda 1607 N
609.,

EDUCATION RESgURCES IWORMATION CENTM1 (ERIC):

How to Use ERIC. United States Office of Education National

Available fran SuperintendLt of
IM-1-7iTZFEltitucation.
Documents, Goverment Printing Office Washington, D.C.
20402. Stock No. 1780-0796. DHEW PuLlication No. (OE) 72-
129, Revised 1972. Ask for: Lubricants, Management Mana-
gerial Occupations ineering, Petroleum.

Periodicals: National Petroleum News. WGraw-Hill, 211

Avenue of the Aericas, New IFork, New York 10020.

Oil and Gas journal. Petroleum Engineer Publishing Company,

211 South deyenne Avenue, Tulsa, Oldahoma 74101.

Paving_ansl Roofing_Materials

Asphalt Institute, Unive s El, College

land 20740.

RUBBER AND MISCELLJS PLASTICS

This major group.includes establishments manufacturing from

natural, synthetic, or reclaimed rubber, gulta percha, balata, or
,gutta siak, rubber products such as tires, rubber fbotWear,
mechanical rubber goods, heels and soles, flooring and rubber
sundries. This group also includes establishments manufacturing
or rebuilding retreaded tires, but automobile tire repair shops
engaged in recapping and retreading automobile tires are classi-
fied in Services. This group also includes establishments engaged
in molding primary plastics for the trade and manufacturing
miscellaneous finished plastics products.

129

116-
ACTIVIT ES AND EXPERIENCES
of the rubber an
To increase awareness of the contributions
the following is
miscellaneous plastics industry_to society,
suggested as student activities:
composed wholly or .
1. Observe the'objectS at home that are
in part of rubber or,plastic.
and use of raber
2. Read about the events in the discovery military and space
and plastic,in domestic, industrial
apPlications.
rubber and plastic
Visit an industry that manufactures products as related
and consider the importance of these
to other products,
rubber and pl
TO realize the employment outlook in
_tudent may:
with new-app
I. Review news releases that are concerned
cations of synthetic resin plastics.
of foreign competi-
Read and discuss the possible impact
based restrictions on the
tion and environmentally
growth and direction of the industry.
lis ing of jobs open
Visit personnel agencies and get a
in the rubber and plastics industry.
versatility or rubber
To gain an insight into.the variety
for
and
making rubber or plastics,
and plastics, identify the principles hard or soft; shed or retain
and its characteristics, which are:
stretch; absorb or dissipate heat or
water; retain its shape Or
other forms of energy.
miscellaneous plastics
To get experience in the rubber and
industry, the instructor may:
instructor to uold or dip
1. Work with the industrial arts
articles of rubber Or
being processed.
Visit a plant where rubber articles are
plastic articles
Visit a plant where synthetic rubber or
are being processed.

130

117-
 To develop an awareness of'career ladders in the rubber and
plastic industry, students should:

1. Conduct on-site interviews with themists and engineers

working in the industry. (Have them identify the problem
solving nature of their work.)

Obtain part-time employment in this industry to be able

to understand the assembly line operations, safety and
health operations, and clerical and support operations
under supervision.

SOURMS OF INFORMATION

THE MANAGEMBT FUNCTION:

ev - Your Career
sociation, ge
W. 50th Street, New York, N.Y. 10020. 1967

THE SUPPORT FUNCTION:.

cbuntin Infbrmation Sources. Sale Research Corp., Book

Tower, troit, Michigan 48226. 1972.

Finance: Bibliogray of Publications. Bureau of Business

and Economic Researth and-iFi-Ai-dii.Ean Association of Col-
legiate SChools of Business. Bureau of Business and Economic
Research, University of Oregon, Eugene, Oregon 91403.

Personnel: Personnel t an ion. P.O.

Cahoun. App e _ a_ s, South, New
York, N.Y 10016:

Public Relations: Effective Public Relations. f4th Edition.

Scott M. Cutlip and7=r-C-7-15-Iter._rearfeen.eie-Hall, Inc
Englewood Cliffs, N.J.. 07632. 1971.

Sales slid Marketing: Care nformation: Marketin

Distribution. American ucatio sbciat_
Street,-N:W. Washington, D.C. 1970.

ENGEREERING FUNCTION

En inee -The Chall e of the Future. Institute of

ectrica an. ectroiacs gineers, .45 E. 47th Street, NeW
York,- N.Y. 10017.
 liability Engineering: Tot
17 flest
s
A.V. Feigenbaum. McGraw-Hill Book Colnpany,
Street, New York 'New York 10036. 1961.

HE FACTORY FUNCTION:

J.R. Lindbe I.T. Lathrop J L. Fei

ndustry.
inois. 1969.
ett Comany, Peoria

A Class-StudiesRubber. (K) Filmstrip, Color. Pdblic

TUritiontmeirestones
Educational Aids Division, 1200
Tire and Rubber Company,
Firestone Parkway, Akrma,
040" rpe
(Flow Charts ) Fiteitone Tire
-berand,Tire Produc ian.
e:_ Many, t ational .Aids Division, 1200 Firestone
Patkway, Akron, Ohio.
:C):
E1XCATION RESOURCES INFORMATION CEN7

Haw to Use ERIC. U.S. Office of Education, National Insti-

`EiFeWation. Available from Superintendent of Docu-
Washington, D.C. 20402.
ments Government Printing Office; (OE)72-129, Rev.
; Stock No. 1780-0796. DREW Publication No.
1972.

Ask for* and Miscellaneous Plasti

PERIODICALS:

_
e Publishing Corpora ion,
inois 60048. (Monthly)
Company, Inc. 221SDlumbus
Plastics World. Cahners Publishing
nuXWikgiFive, Nhssachusetts 02116. (Monthly)

Rubber Age. Palmerton Publishing Company, Inc., 101 West

if Street, New York, New York 10001. (Monthlyi

Rubber World.
Wiliam O. Mbrtland, Box 5417, 77 N. Miller
Wad7M-15n, Ohio 44313. thiy)

engaged in tanning,
This major group includes establishments establishments manu-
currying, and finishing hides and skins, and
leather products and
facturing finished leather and ariificial
materials. Leather converters
some similar products made of other
are also included.
132
119
ACTIVITIES AMY ECPERIENCES

To increase understanding of how leather goods contribute to

society, students may: .

1. Read historical accounts of the role leather played in

past wars.

2. Study industrial uses of leather, especially belting and

power machinery.

3. Send for booklets from the textile, furniture, shoe,

luggage, handbag, and glove manufacturers and note the
fact that leather sets the standards for each industry.

4. Observe the use of leather in your sdhool and also your

home. Make a list oflts various uses.

To become aware of the employment outlook within the leather

industry, the studentS may:

1. Research periodical accounts of the grading -umi of

imported leather and leather products.

Review the local newspapers and list the number of jobs,

advertised for this industry.

Visit leather goods retail store and/or factories and

ask the personnel manager for their views on future
employment.

Look up various occupations in publications sue

Dictionary Of Occupational Titles.

To identify positively with the field of leather production,

is suggested students:

1. Survey the.attitudes of them peer group toward fine

leather products.

Visit a specialty shoe plant or equipage plant for

horses if one is available in the area.

Shop at stores that:sell leather products. Perhaps to

purchase an article made_of_fine leather and then com-
pare the quality with other similarTapparel.

120-

133
 To become familiar wdth the operations associated with
leather tanning or processing'students Should:

1. Review an encyclopedia on leather processing and with

samples, prepare a display of the,rawliides to illus-
-trate operations, such

trim:011g unhairing finishing s retching

washing tanning fleshing

2. Prepare a similar display of the processing of the

finished hides into a piece of footwear. Emphasize
operations such as:

designing patternmaking cutting stitching'

Identify stages of custom work requiring hi craftsman-

ship.

To gain experience with the skills and operatio sociated

h the leather industry, students may:

1. Ask the art teacher in the school to show how to design

footwear, belts, or wallets. Perhaps-students may
enroll in a'class for a longer period of time and
experience.

2. Perhaps the teacher can also enroll in an industrial

arts class in the processing of leather products.

Work with the scienc,,J teacher 12 in some of the

chemical operations asocieteE inning and glazing
of leather.

4. Obtain part-time - leather products

enterprise, such as, ii.3J1ciy 1.10p5 shoe repair shops,
handbag and wallet or i4 odier leather retail
shop. (Perhaps the ytllow pavs of the local telephone
directoY;- will-lead to a craftsman shop specializing in
leather products.)

To get experience with the working condi'ors and entry level

requirements of a career in the leather industT,, students may:

1. Visit a leather tanning or finishing vieat. Arrange

with management and unions for possible permission to
carry out entry level operations under mprvision.

2. Arrange for part-time, summer, or short work programs in

connection with school study and leather pruduction.

- 121

134
-SOURCES OF INTORMATION

ME MANAGEMENT FUNCTION:

Invitation to Achievement Youi Career in Mhnagement.

American Management Assoaatien Management InfbrMation
Services, 135 West 50th Street, New York, New York.10020.
1967. (Free)

THE SUPPORT FUNCTION:

Accounting Information Sources. Gale Research Corporation,

o oer, 48226. 1972.

Finance: Man. wer and Economic E ien; es Eft

_ican onomac i e. 1 ip
Powell. joint _Council on Economic Education,.1212 Avenue of
the Americas, New York, New York 10036. 1968. Rev. 1972.

Public Relations: An Occi ational Guide to iublic Relations.

Public Relations Society o America, Inc., 845 Third Menue,
New York, New York 10022. 1969.

-Sales and Marketing: Sales Premotion. I. Thema:6'. Distri-

butive Education Curriculum Laboratory Therllniversity ef
Texas, Austin, Texas.

THE ENGINEERING FUNCTION: ----

A Career of Opportunity ( eering). National Society of

Profesiional ngineers, Street, N.W., Washin on, D.C.
20006. 1967. (Free)

Quality and Reliability Engineering: Qt Planning and

Anal sis. J.M. Juran and F.M. Gryna, Ji Cataw-Hill Beek
mpany, 330 West 42nd Street, New York, ew York 10036.-
1962.

THE FACTORY FUNCTION:

Automobile Facts and Figures. Automobile Manufacturers

ASsociatilan4 320 New Center-Building, Detroit, Michigan 48202.
(Free).

Factory Occupations: Employment Outlook. Factory a-

tives, Assemblers, Inspectors, etc., Superintendent of Docu-
ment, U.S. Government Printing Office, Washington, D.C. 20402.
Stock #2901-0825.

e ials fer Otc ational Education: An Annotated Service

icia leman. Bow er Company, _r_er par
ment, P.0, Box 1807, Ann Arbor Michigan 48101. 1971.

-122--

135
 Color, 30
Leather in the Makin-. l6thm., Optical Sound,
Relations, 8300 Maryland
minutes. Brown--oe Company, PUblic
Avenue,-Clayton, Nissouri-B3105. 1960.

CAREER INFORMATION SOU10ES:

ool. Peter Sandman and Tim Haight.

y 185 pp.
Personnel an Ce Association. 1607 New
e; gton, 009.

ubleday/
eers: Technician. 16mm., Color, 12 Nanutes. ----
07 Reynolds Avenue, Santa Ana California
a,
92705.

EDUCATION RESOURCES INFORMATION CENTER (ERIC):

How To Use ERIC. U.S. Offic-e of Education, National insti-

FaT-6-r Available from Superintendent of Docu-
AMTeaTiTon.
20402.
ments, Government Printing Office, Washington, D.C.
DHEW Publication No. (OE) 72-129, Rev.
Stock No. 1780-0796.
1972.
Ask For: Furniture, Leather, Job Skills, Skilled
Occupations.

Periodicals: Leather.and Shoes. Rumpf ablishing Company,-

Weekly.
300 W. Adams Street, Chicago, Illinois-60606.

Leather Manufacturer. Shoe Trades POblishing,Company,

East Street, Boston, Massachusetts 02111. 'Monthly.,
Fairehild Publications, 7 East 12 Street,
Footwear News.
NeW York 10003. Weekly.-
Broadway
a s and Asscessories. Business journals, 433
,o 1 010.: Nbnthly.

STONE C1kY

manufac-
This major group includes establishments engaged in
turing flat glass and other glass products, cement, structural
products, cut stone,
clay products, pottery, concrete and gypsum
taken prin-
abrasive and asbestos products, etc. from materials
and sand. When
cipally from the earth in the form of stone, clay,
quarries aperated by
separate reports are available for mines and
classified in this major.group, the
manufacturing establishments when
filining activities are classified in mining industries;
available, the mining activities are
separate reports are not
classified herein with the manufacturing operations

136
- 123 -
 -EXPERr CBS

TO gain-an insight into the contributions of stone, clay,

and concrete p- duets to,spciety, the students-should:

1. Survey each roam in their hone and note the products

Made whollybr primarily'from stone, glass,:clay and
concrete.

2. List the properties Of the materials used and note how

the form and function of the item is enhanced by its
composition.

Research the crucial role.these materials play

-electrical and chemical industries.

To better comprehend the role played by stone, clay, and

glass in the social development of MR, it is suggested that the
class:

1. Visit a museum of anthropology and observe man's record

of progress in stone, clay, and glass artifacts.

Nbte the ability of these materials to give man artistic

expression as well as practical utility.

Compare the stone, glass, and clay items used in today'i,

home with that' used in ezrly American homes.

To learn the properties of stone, clay, glass, and Concrete,

students may:

L. Work with the physics and or-chemistry teadh rs to test

the durability of these materials urlder s ess, abrasion,
or chemical action.

Work with the chemistry teacher and ask for a demon-

stration of the heat_resistance of these materials.

_Watcha-glass blower as differentishapes are developed

using glass and related materials!

To gain experience with the operations and skilllevels

associated with t4e production of clay, glass, stone and concrete
products, students may:

1. Visit a construction site and surArey the many uses

these materials in construction.

2. Visit a chima or pottery factory and trace the p cess

from the mixing of raw materials through the forming,
firing, decorating, glazing and finishing phases of
production.
 in ,pa -time employnent in any of the factori s
manufacture glass, clay, stoneLor concrete produc
can:
To obtain positively w-ith this field, students

1. Interview workers tn electrical, chemical, or space

throu
industries concerning the progressmade possible
the use of these materials.
informa-
Read, interpret, and'solve problems using real
.

taken fram the clay, stone, glass, or concrete -

Discuss actual solutions with professional
industries.
workers of the industry.
disciss the
Visit trade show expositions to see and
stic,
latest applications of these products to do
industrial, military and research concerns.
Ehe n -
To stimulate the operations of-workers engaged inteacher and
articles
duction of stone, glass, clay, and concrete
students may:
production of a
1. Plan, organize, direct, and evaluate the
article
socially useful and artistically interesting
made from stone, clay, glass, or concrete.

of
2. Visit in an industrial arts class to use materials
materials to
this industry. Perhaps to use these
decorate brick.or tile products, glaze pottery, or
Melting glass into different shapes may
porcelain ware.
be possible.

S OF INFORMATION

MANAGEMENT FUNCTION:

Didactic Systems Inc; Box 4,

'sion.
e sey 07016. Roles: Participants are
company.
recently appointed supervisiors in a medium-sized
3-5 players per team.
Playing time: approximately 3 hours.
Number of teaks: unlimited.
For infor-
lechnicians and Inspectors in Quality Control.
Control 161
mation write to American Society for Quality
West Wisconsin Avenue, Milwaukee, Wisconsin 53203.)

THE FACTORY FUNCTION:

otated Service
erials for Occ a ional Educa
er Company, Ct r part-
a ricia uman .
1971. (This-
ment, P.O. Box 1807, Amn Arbor, Michigan 48101.
government
book lists 600 organizations, \associations,
which publish instructional materials
agencies, and companies
relating to occupational education.)
125

138
 THE ON: .

TeclmolO Careers.. Natioiai Council of Technical

-11
hington, D.C. 20005. 1966.

Fnjineerin with Glass. (FL ) 16m. Optical Souzd. Color.

minutes. Miiiiftlass Distributed by: _Association
S elling Films, 866 Third Avenue New York, Now York 10022.
d Reliability Engineering: Lead, A 'Materials
for m Design. ,Lead Industries fissociatioi, Int: 29
Madison Avenuel-New York, New York 10017. (Free)
ARERR TIoN_

1 la of Careers and Vo
4_0 7d::r. an.
ti William
.flq)ariy, Avenue,
r -n City, New York'11530. .1966.
EDUCATION RESOUIRCES INFORMATION MUER C

How To Use ERIC. U.S. Office of,Education, National Insti-

tute of Edueation. Available fibin Superintendent of Docu-
Government, Printing Office, Washington, D.C. 20402.
Stock No. 1780-0796. DREW Publication No. (OE) 72-129, Bev.
1972.
k for: Ceramics, GlaSs, Glazeers, Glasswalls Windows,
Masonry, Prestressed Concrete, Asphalts, Cement Industry.
As halt.- Asphalt Institute, University of Maryland, College
ar ryland 20740.
Flat Glass: American Glass Review. Ebel Doctorow Publica-
tions, Inc. , 1 t n venue, lifton, New Jersey. 07013.
Monthly. $10.00 per year.
Glass and Glassware, Pressed or, Blown and Glass Products,
Made of Purchased Glass.
est. Ashlee Publishing. 15 East 40th Street
ork 10016. Mbnthly. $6.00 per year.
Structural Clay Products: Brick arid Clay Record. Cahners
Publishing Convany, 5 South Wabaih Avenue, Chicigo
60603. Monthly. $6.50 per year.
Walls and'Ceilings. International Association of Wall and
Ceiling Contractors, Construction Center, 215 W. Harrison,
Seattle, Washington 98919. Monthly. $3.00 per year.

126 -

1
 ering. Hitchcock Publishing Company,',Wheaton,
thly. .$7.50 per year.

Abestos. Stover Publishing Company, 131 N. York pA4

Willow Grove, Pemnsylyania 19090. Monthly. $4. 0 per Year.

PRIMARY METALS INDUSTRIES

_

This major group includes es ablishments engaged in the

smelting and refining of ferrous and nonferrous metals from ore,
pig, or scrap; in the rolling, drawing, and alloying of ferrous
and nonferrous metals; in the manufacture of castings, forgings,
,and other basic productS of ferrous and/nonferrous metals; and
the manufacture of nails, spikes and irisulated wire and cable.
This major group allo includes the pioduction of coke.

ACTIVITIES AND EXTERIENCES

To inrease4cnowledge of how primary metal products contri 7

bute to society, students may:

1. Research the twenty largest industries in our industrial_

society. Note/the number that make use of primary I

metals in produttion.

2. List the basic tethnologies.used ut theseindustriet and

also the materials from which they are.constructed.

Relate this-indUstry_to the security of our country. '

(War materials and equipnent.)

ReVieW, an encyclope _a and note the steps used ill'

processing the primary metals.

To gain information of the changing enployment opporttnities

'thin the primary products industry, students may:

Talk to older employees of a primary metal manufactUring

plant and ask them to compare the current job require-
ments with those of the past.,

2. Review old nevispapers and compare their ob advertise-

ments with current day want ads.

Research the diverse affect automation has on unskilled,

semi-skilled, and professional jobs-found within'the in-
dustry as noted in the Occupational Outlook Handbook.

140
127-
 TO be ter understand the complex system of operations needed
to produce standard metal stock for industrial use, students
should:

Research a library and list the alternative methods of

extracting such basic ores as iron, copper, aluminum and
magnesium.

Review illustrations of-the prOcetses used in the in

try such as:. Purifying, reducing, shaping, and deforming
a primary metal. Reshaping into bars, wire, plates, or
other similar useful industrial

3. Read about the marketing, promotion, distribution and

servicing plans related to ensuring quality and quantity
of basic will be available when needed by American
industry
ViSit a large steel or other prinry tal factory and
observe the many operations that are used to process the
metal.

To become moie aware of ,the career ladders available within

e primary metal products industry,.students may:

1. Consult trade journals and read about the various jobs

available in the industry.

Intervie union and management representatives to note

how a poi cy of promotion from within is followed
industryi de.

Diagram 4aate'job ladders within such departnñts

maintenance, transportatiOn, machine operation oleri
and research specialities..
Visit the personnel department of a large metals manu-
facturing plant and ask for a job breakdown as ociated
with pay scales fbr each job step. Perhaps these pay
cales can be related to jobs classified by anging
envirormientai conditions in the plant.

To gain experience in the production of standard stock from a

primary metal, instructor and students may:

Work with the industrial arts teacher of your school to

process metals such as lead. Steps that can be done are:

Melt the lead, remove impurities, construct a one-piece-flask

to hold a mold pattern, cast the molten lead into a prepared
cavity, and roll the cooled lead into sheet rock if possible.

- 128

144
 positively with the primary netal products in

1. Visit an industrial si e to observe fi

operations performed.

Conductintervieum with entry level workers.,

itiere plant policy permits, perform entry leVel opera-

tions of a metal processing plant under direct super-
vision of-a skilled worker.

souaas OF INFOMATION

THE NAtiAGEMENT FUNCTION:

S ervisors in Action. J.J. Fano la McGraw-M.11 Book Com-

pany, 330 W. iarid treet, New York, New York 10036. 1961.

Invitation to Your Career in

ormation
York, New York 10020. 1967:

ies. (R) (P) McGraw-Hi11 Text-

ew York, New York 10036.

THE SUPPORT FUNCTION:

Informat- ces. Gale Research Corporation

o e_, 1-trolt gan 48226. 1972:

(K) 56 Frames Color.

1000 16th Street, N.W.,

Personnel:
Calhoon. App
New York, New York 10016..'

Public Relations
Public Relations Society o
New Yor14 New York 10022 1969.

Sales and Marketing: Career

Distribution. American ocati
Street, N.M., Washington, D.C. 1970.

142
- 129
 iON:
_
in ring a Career, 3rd Edition. -Ralph.L Smith.
aw-Bill BookCompany, 330 W. 42nd Street, New Ybrk, New
YOrk-10036. 1969.

ality mid Reliability Engineering: ntrpl Handbook.

o_

2nd Edition. J.M. Juran, McGraw-Hill book _:)f 330

42nd Street, New York, New York 10036. 1962

Controllin iness. 16m.

ti o . utes.
I rom: A-V Exten-
sion Service, University of Minnesota, 2037 University
Avenue, S.W., Mirmeapolis, Minnesota 55455.

THE FACfORY FUNCTION:

Nbtals, and Mbdern :Magic. J.G. Parr. American Socie

tals, Cleveland, Ohio. 1958.

a t Outlook. Factory Operatives,

1 o

s ers, pectors, i.erintendent of Documents,

tc.
U.S. Government Printing Office, Washington, D.C. 20402.

ic a Nathan Rosenberg. Aldine

eron, venue, Chicago, Illinois 60605.
1969.

The Making of Stee American Iron and Steel Institute,

1000 16 -8treet N.W., Washington D.C. 20036.

Industrialization. Field Enterprises Educational Corporation,

chandise Rart-Plaza, Chicago, Illinois 60654.

A Natural. 16 mm. Optical Sound, Color, 19 ninutes.

METE-for: Nbdern Talking Picture Service, 1212 Avenue of
the Americas, New York, New York 10036.

Line to Production _- C _t_ cess. 16m. .

ical or, es. utor:" Graylron

Founders Society, Inc., National City East 6th Building,
Cleveland, Ohio 44114.

and Steel Filmstri s. Anerican Iron and Steel.Insti ute,

N.W., Washington, D.C. 20036. Titles
include:

Chemistry of Iron. 35 Frames, Color, Rev. 1971.

Raw. Materials of Steelmaking 43 Frames, Color.
1971. Science Teanolo and Socie 68 Frames,
Color.

130,-

143._
 How To Use ERIC. U.S . Office of Education, National Insti-
tute of ttlication. Available from Superintendent of Docu-
,

ments, Government Printing Office, 'Washington, D.C. 20402.

Stock No. 1780-0796. DHEW Publication No. (PE) 72-129, Rev.
1972.
Ask for: Metal Industry, Metal Working Occupations,
Foundries Steel Industry Metallurgy.
Dow Metal Products News. Dow Metal Products Conany, Divi-
sion of DOW- Chemial Conany, Midland, Nichigan -4 640.
Bi-monthly. Free.
Journal of Metals American Inst tute of 'Miningv Metal . .

lurgidal and Pitroletut Engineers, 345 last 47th Street, New

I York, New York10017. Monthly. $24.00 per year.
MetaiProgress. American Society for Metals Park,
Ohio 44073 Monthly. 9.00 per year.
Aluminum Sdrap and Secondary.r..Ingot. Publications Distri-
bution Section, 4800 Forbes Avenue, Pittsburgh, Pennsylvania
,

15213. Monthly;

FPR1cATE 1ETAL
rTielri 413 'MN "1

This major grow ircludes establishments engaged in fabrica-

ing ferrous and nonferrous metal product's such as metal c&ns,
tinware, hand tools, cutlery,- general hardware, non-electric
heating apparatus, fabricated structural metal products, petal
stampings and a variety of metal fabricating industries are
classified in other major ,Igroups.
ACTIVITIES AND OTERIENCES

To gain insight hit° the contAbutions of-the fabrica ed

s industry to society, it is suggested that students:
1. Scan consumer catalogues to list the percentage of items
offered for sale that are composed wholly or in part of
fabricated metals.
Visit a local rtweum to trace the history of metallurgy
and the types of industrial equipment p:roduced or
roved by the application of metal fabrication.
1

131 -

144
 Observe the local community and note the use of metal
lei; enforcement, fire science apl internal justice.

Review accounts of the last wars this country was

involvedwith and list the ways metal uss used in the
defense of the nation.

TO become aware of the g opportuni ies for employment

in the fabricated metals try, students may:

1. Check with local metal fabricators and personnel agencies

to determine the ciiange in needs of employment in this
, industry.

Consult the Dicti

priate listings. . 'are a 1st wi at of a ten-
year old edition of the same book.

Send for illustrated booklets fram major Amer can co

porations,that desdribe the products and procesies
central to the corporation. Public relations, sales,
and information departments of these-corporations are
all good sources c2 such information.

To better understand the three basic proce Ses involved in

the fabrication of metals:

1. Work with the industrial arts teacher to cast or mold a

product from stock metals.

2. Work with the industrial arts teacher to compress or

stretch stock metal into a useful form.

3. Observe the steps required to condition metals in the

school's metal shap. Conditiontig can be done by
heating, chemical treatment or mechanical alterations.

In order to identi sitively with the field of fabricated

students may:

Work with industrial arts metal teacher and also at home

to prepare and/or observe metal objects such as:
ainers, hardware, heating and plunbing fixtures, struc-
tural products, fasteners, stamping, coating-and en-
graving products, wire products and foil and leaf products.

2. Visit a metal fabrication shop and observe for a period

of time the worker activities.

145

- 132
 To gain experience vi e fabricated: metals
itsmay:

1. Fabricate a useful obj from metal by wor

industrial arts teacher and utilizing one 0 of the
:

prescribed methods.

Obtain a part-time job wi e industry. This could

be a fabrication shop, actory or retail metal
stores.

Visit a metals fabrication fact Perhaps

supervision, -rou will be able to a icapa e
level work projects.

To becalm e ienced with the ewloymen look and specific

, students and
job operations within the fabricated metals in
teacher may:

Attend professional and union meetings. Topics of

iaerest to class could be discussed.

Visit a metals factory and talk to the workers in the

field to get their impression of the future of the
industry.

Review books with case studies about actual experiences

in the metals indtztry. From the cases, break down the
needed skills into categories such as maiipulation
recall, discrimination and problem solving.

Review the appendix for references to the caree

mation related to this industry.

SOURCES OF INFORMATION

inc 'zati d H. A.
regg Divi-
sion, McGraw-Hil1 Book Company 0 West 42nd Street, New
York, New York 10036. 1963.

THE SUPPORT FUNCTION:

A Career -As A Certified American lnsti-

tute ew York 10017.
1968. _ (Free)
-

146

133
 k inthéSteel In ) 6
Frans.. u or. i e utes ? 100u
l6tb Street, N If- slungton, DC. ,20036. Revised 1972.
\

lied Bustiess siness LÜ Applied to the

ProMà i1 the 'Individual as Citizen d :-0. s 0
15 I em is g .. .any,
5101 Mahson Road, Cincinnati, Ohio ,45227. .1966.
- 4 '--
1

Personnel: -Personnel Managemen I. i . Richard D.

Ir9win , Inc.,i818.RidgePóad,:Honwbod, Illinois 60430:
1 67'.
--__
Public Relations: An Oc '.ational Guide to Ia
Public Relations-Society o rica, c
New.,York, New York 10022'.. 1969.-

Salgs :and Market_ H. Cl rke. Distribu

EdLiation
a
toiy lbe I.friiversity 0 f Texas
Austin, Texas 18712. 196

ME ENGINURING RECTION:

A Career of o ineerin ational Society of

essi gingers; treet, N.W., Washington, D.C.
20006. , 1967

in NetalliJ 1- ineerin The

treet, New York,
York 10017.

and Reliability' Engineering: Oa1ity Plaimin and

Anal J. M. Juran and F. M. Gryna, Jr. GraW-Hill Book
ouqany, 330 West 42nd Street, New,York, New York 10036.
1962.
ME FACTORY FUNCTION:

Man Metals, and Modern Magic. J. G. Parr. American Society

for4etals. Clevelandluo. 1958.

d His Job. Robert E. Finley and Henry R.

o io. gent -Association, 'Inc., 135 West 50th
Street, New ork, New York 10020. Retail orders to:
MacMillan Company, 866 Third Avenue, New'York, New ',fork
10022. 1966.

ad, A Material for Lead Industries Associa-

tion, 9 'ails York, New York 10017.
Free
A NaturaL 1k Qotical Soizid Color, 19 minutes.
tributor: g Picture rvice 1212 Avenue o
New Yot-k 10036.

16m. Optical Soma.

,.minutes is utor: Modern Talking PictUre
1212 Avenue of the .Americas, New York, New York

hàllenge and C_Lmigt. 35rin Filmstrip with Sound and

3cript. A1iniant Association; 750 Third Avenue New York,
New York 10017.. 1971. (Free)

Iron and Steel alm-trips. (Frem American IronLand Steel

Institute.) -,Itles are:, Chemist of Iron. 35 Frames,
Color, Revisr.?
Frames, Colo e,
71
71. ienc
terr
jiateeociy.g. 68
o 43

Frames, Col('

Careers After. :Q.L. Peter S d Tin Hai-

The MacMilUT -77-185
EDUCATION Ra ;RMS INLEOFNATION CENTER (ERIC):

How To Use Un&t2d States Office of Education National

TEErti"63-81-Taip
W Available from Swerintendelfrnt of
Documents, Gayer.- Printing Office Washington, D.C.
20402.- Stoc'E No. l':' -)796. DIW PuLlicition No. (OB) 72-
129, Revised 1972. Ask for: Metal Industry, Metal Working
Occupations, Foundries Steel Industry, Metallurgy.
Periodicals.

Cutlery, Hand Tools, and General Har redwa :

ardware e Chilton Company Chiltoh Way, Radnor

sylvania 19089. Bi-Weekly. 2.00 per year.

Builders' Hardware lAssocia-

'tionue of the Americas,
rdware Consultant.

Monthly.
National
New York,- New York 10019.
$5.00 per year.

Hardware Merchandiser. Irving Cloud Publishing Corany, 7300

North Cicero Avenue, Chicago, IlAinois 60646. Men
$15.00 per year.

Saw Iridust and Power

ry _ess, nc.,
Bi-Montitly. $3.00 per year.

135 -

148
 York 1059 y. 5 00 per year.

Boilermaker. Nooter Corporation, 1400 South Third

Stl-rodis, Missouri 63166. Quarterly. Free
1-buse Organ

Pia rican Electroplater 56 Nielmore

ersey 07017. Mcmthiy. $16.00 per year.

Y, EXCEPT ELECTRICAL

This major group includes establisiuñeñts= engagedlaban

turing machinery and equipment,'others_than electrical equipment
and transportation equipment. Machinei powered by built-in Or
detachable motors ordinarily are included in this major group
with de-exceptimoLelectrical household appliances. Portable
toolsc-both electric and pneumatic powered, are alio included in
this major group.

ACTIVITIES AND EXPERIENCES

,T0 increase your understanding of the contribution that the

production of non-electrical machinery makes to society, students
should:

1. Read histOrical andior fictional accounts of,the drama-

tic events of America's development that introduces new,
forms of machinery.

Review an index of sixteen millimeter films to locate

and preview visuals that portray the story of farm,
mining, manufacturing, and computer processing that
emphasize the utilization of special tools.

To identify with the non-electrical machinery field, students

and teacher may:

1. Read about early experiences within the maaline p

tion oropperation field. ,

2. Visit museums of transportations, science or technology

to trace the development of engines, farm, oil field and
constru6tion machinery.

Classify the types of machines observed into special

machinery useful to a limited number of indus ries, and
general industrial machinery, useful wherever industrial
processes are in progress.

136
 TO more readily-comprehend
chirkay production; students

s that are demanded in industry.

keting, promotion selling, and

servicing of non-electrical machinery.

opportunities
To gain knowledge of the changing employment
within the field of non-electrical machine production, students or
teacher May:

1. Classify the skill level required of the people engaged

in each of the stages fram design to servicing..

2. lore.the specific opportunities in the non-electrical

chinery field.

Nhke models of the relationship of increased.proddctiOn

per worker due to machine improvement, and increased
purchasing power and consumption of the workers.

Visit personnel offices of non-electrical machine

manufacturing plants and ask for the job requirements,
machineryi manu-
past and present of the non-electrical
facturers.

lb gain actual experience with the fiela f

non-electri.cil
chine production, students may:
machine
1. Observe a tool and die niaker, a pa tern maker, a
machine-repairman tin
tool operator, too cutter, or
site.

Perform entry level tasks in the school industrial arts

machinery department.

Observe a worker in a non-electrical machinery opera-

requiiid, and working
tion. Carefully note the skills
conditions.

Obtain part-tine emplo a shop that distributes

4.
and/or repairs nonLelectrical machine
non-electrical
To be informed of the government's role in the
e production, it.is suggested students:

Interview management on die impact of an increase or

such
decrease of government spending by the military or
'as NASA or AEG; on e production of machinery. .
 Perform primary Inspections of plant and output for .
meeting federal or'state standards.' for pollution,
health, safety and noise levels.

URGES OF, INFORKATION

THE NIANAGEMENT FUNCTION:

ufactur S. Anmer.
p -ton- ntury ra __ uth, New Ybrk N-
York 10016. Illustrated.

Nitation to Achievement - Your Career ement.

gement sociation, gement n onnation
Service, 135 West 50th Street, New York, New York 10020.
1967.

American Business System. (R) Ten Films, each 16_

OfitiCalSOund, BM 30 minutes. Rent from Indiana University
Audio-Visual Center, B1oomi4ton -Indiana 47401.

Effective S exvision. Didactic $ystems, Inc., Box 4,

or ey 07016. '

THE SUPPORT FUNCTION:

u ers and the Mind o ) Each film is Minu.

ic or, utes. Indiana Audi
Visual Center, Bloomington, Indiana 47401.

Finance: Economics for the Concerned Citizen. (R) EaCh

film 161rm. Iaptical Sound, BPI, 29 Minutes. Rent from
Indiana University Audio-Visual Center, Bloomington, Indiana
47401.

Personnel: Personnel Mana-ement. M. I. Jucium. Richard D.

Irwin, Inc., 1 ge a mewood, Illinois 60430.
1967.

_lic Relations:_ Public Relations - A

Sources. Alice Norton. ale 1esear o_ _ration
TowerDetroit,-Michigan 48226. 1970.

Sales and Marketing: Advertising. M. Clarke. Distributive

Education Curriculum Laboratory, Ihe University of Texas,
Austin, Texas 78712. 1963.

Sales Promotion. I; Thomas. Distributive Education Curri-

culum Laboratory The University. of Texas, Austin, Texas
78712.
151
- 138
THE ENGINTERING FUNCTION:
rican Society for Testing an
List o
te ree , Philadelphia, Pennsylvania.
(Free)

. National Society of
A Career o_
o essional Enginee _ reet, N.W., Washington, D.C.
20006. 147. (Free)
24
Desi for Manufacture. 16mm. Optical Sound. Color.
istributed by: Audio-Visiml Services,
minutes. 1 Park,
Penn State University, 7 Willard Building, University
Pennsylvania 16802. (Rental)

llin is
Engineering:_!Con
(R) 16mm. Optic siul.. o or,
Business.
A-V Extension Service, University of
utes nt m:
Minneso a 2037 University Avenue, S.W., Minneapolis,
-Minnesota 55455.

THE FACTORY FUNCTION:

16mm.
'(P) Optical Sound, Color, 17.
The Industrial_Worker.
Encyclopedia Britanmica Film Corpora-
iiriaiT:--TailiiERW: IllinoiS 60611.
tion, 425 North Michigan Avehue, Chicago,

World of Automated Assembl (FL) 16mm. Optical Sound,

lor, 1 runutes. Gi3Imaifngineering and Nhnufacturing
Company, 305 West Dilavan Street, Junesville, Wisconsin
53545. 1970.

'ca (P) (Series) All films

The Rise of Industri
tic un istributor: Encyclopedia
Michigan
Britannica Educational Corporation, 425 North
Avenue, Chicago, Illinois 60611.

for G o Thomas A.
acturin Stra :et,
ec an "
.gement sociation, nc., 135 West
a e.
50th Street, New York, New York 10020.

d inin '16mm. Optical Sound,

ecision To
minutes. i i utor: dern Talking.Picture
o_
York
Services, 1212 Avenue of the Americas, New York, Nea
10036.

CAREER INFORMATION SOURCES:

to Careers. Curriculum
Career World: The Continuin Guid
orest nuc, g -mid, Illinois
nnovatio n
60040.
152
- 139
 erso socia Hanps
Avenue, N.W., Washington, D.C. 20009.

EDUCATION RESOURCES INFORMATION CENTER (ERIC):

How to'Use ERIC. United States Office of Education, National

Available from Superintendent of
1.=i-71-1.-elUtt-a_ucation.
rocuments, CA5Vernment Printing Office Washington, D.C.
20402. Stock No. 1780-0296. DHW E Publication No. (0B) 72-
129, Revised 1972. Ask for: Machinery Industry, Nhchine
Tools, Tool and Die Nhkers, Machine Tool Operator, Machinists
Mechanics.

uis, Misseuri 63139. IlLthly. $3.50

per year.

d Tractor. Intertec Publishing Company, 1014

te treet, City, Missouri 64105. Semi-Mbn
.00 per year.

Construction Methods and McGraw-Hill, 1221 Avenue

of the , ericas, New Yoric York 10020. Monthly. $5.00
per year.

Office Appliances. Business Press International Inc., 288

PadI:Avenue West, Elmhurst, Illinois 60126. .Monthly. $3.00
per year.

Vending Machines. United States Bureau of the Census.

(Current Industrial Re orts Series No. M351J. ) Washington,
D.C. 20233. Annual. $i.25.

ASHRAE Journal. American Society of Heating, Refrigeratian

arakThriaTioning Engineers, 345 East 47th Street, New
York New York 10017. Monthly._ $10.00 per-year.-

-ELECITUCAL SUPPLIES

This major group includes establishments engaged in manufac-

turing machinery, apparatus, and supplies for the generation,
storage, transmission, transformation and utilization of elec-
trical energy. The manufacture of household appliances is
inclued in this group, but not industrial machhiery and equipment
powered by built-in or detachable electric motors.

- 140

153
ACTWITIES AND EU:ER.10
contributes
In order to understand how electriCal machinery
to society, students may:

1. Survey their home and list the many applications of

electricity such as wiring, radiotelevision, washers,
dryers, blenders and other household appliances.

2. Visit'the library to.locate and understand:how the

services listed above were performed before the intro-A
duction of electricity into the home.

Visit a science and technology museum to view, the early

in
developmntsi_and_recent.,applications_of_electricity
the home, indust_ military and space fields.

To better understand the changing employment.opportunities

students:
wi in the electrical machinery industry, it is suggested

1. Review periodical listings in the library to locate

trade magazines and pamphlets. Use these and simila
cut-
sources to estimate the effect military and space
backs will have on the industry.

2. Talk with personnel directors, union representatives,

to
employment personnel and other knowledgeable persons
gain an impression of the effect of environmental con-
changing
trol devices and intellectronic demands on
employment opportLn ties.
and skill
To gain some basic knowledge of the operations
repair if electric
levels associated with the installation and
equipment, students may:
of
1. Work with the science teacher in the
es
electrical motors and generators to grasp the princi
of electricity involved.

2. Troubleshoot a piece of electrical equipment and repair

it under supervision.

Construct a circuit board. Use a voltmeter and COn-

tinuity tester to chea for possible malfunctions suCh
wite
as a weak battery, faulty switd4 or broken
the elec-
To better understand the basic principles used in
t ical machinery industry, students may:

1. Visit companles that manufacture electrical machinery

and/or discuss the principles 7.1dth employment office
personnel.

- 141--

154
 Visit libraries and read brochures of businesses in the
industry that explain company principles.

3. 'Discuss company business philosophies and practices with

employees related to this industry.

URCES OF INFORMATION

ThE KANAGEMENT FUNCTION:

Manufacturing Management and Control. D_ ean S. AMmer.

_pleton-Century-Crafts, 440 Park Avenue South, New York,

York 10016. Illustrated.-

AMerican Buslnes5 _ stem.(R) Ten films, each 16mm. optical

sound, BK-30 minutes. Rent from-Indiana Universi
,Center, Bloomington,,Indiana 47401.

,ITIT SUPPORT FUNCTION:

Accountim Information Sources. Gale Research Corporation, .

0 o ir troit, gan 48226. 1972.

Finance: Manpower and Economic Education. Opportunities in

American Economic Life. Robert Emarcy and Phillip E.
Powell., Joint Council on Economic Education, 1212 Avenue of
the Americas, New York, New York 10036. 1968. Revised 1972.

Personnel: Personnel Management. M. I. Jucias. Richard D.

Irwin, Inc., 1818 Ridge Road, Homewood, Illinois 60430.
1967.

Public Relations: Public Relations A Guide to Information

Sources. Alice Norton. Gale-ReSeardh Corporation, Book
Toweretroit, Michigan 48226. 1970.

Sales and Marketing: Career Information:- Marketin and

Distribution. American Vocational Association,
treet,- WashiAlgton, D.C. 1970.

THE ENGINEERING FUNCTION:

Mechanical En ineerin The Sources of information. The

oe tring reSs, nd.
Connecticut 06514.

Should You Be A ufacturin ineer. American Society of

_ool an acturing Engineers 1 Ford Road, Dearborn,
Michigan 48128. (Free)

- 142-

155
 OptIcal sound, color 24
for Manufacture. 16mm.
mm es. bistributed by:- Audio-Visual Services,
University Park,
Penn State University, 7 Willard Building,
Pennsylvania 16802. (Rental)

Plannin and-'
I ty and Reliability Engineering: 1rook
J. M. _JUran ancl F. M. Gryna, c_ra
r.
is
New York 10036.
mpany, 330 West 42ad Street, N6AT York,
1962.

d BusinesS. (R) 16mm.

o11in I ali is Eve
co o- Arammtes. nt AN Extension
ic soun
Service,-University of Minnesota, 2037 University Avenue,.
eppolis, Minnesota 55455

THE FACTORY FUNCTION:

Patrick
ic Instrumentation: Industrial Measurement
Tcraw - _ompany, est 42nd Stree
_ggins.
New York, New York 10036. 1966.
American Society

Fac o 0cc atio lo nt Outlook. Factory

se ers, nspectoii71E7--SUFerintendent of Docu-
tives,
Office, Washington,
ments, United States Government Printing
D.C. 20402. Stock No. 2901-0825.

(P) 16mm. Optical sound, color, 17

The Industrial Worker.
Tirri-iTife7.--Distabutor:
Encyclopedia Britannica Film Corpora-
60611.
tion, 425 North Michigan Avenue, Chicago, Illinois

(FL) Optical sound,

16mm.
arnicoor,-r-igieering and Manufacturing
Wisconsin
Company, 305 West Dilavan Street, Janesville
53545. 1970. -

Nathan Rosenberg. Aldine

American stems of Manufacturers.
a71-TVIEWAvenue, Chicago, Illinois
_erton,
60605. 1969.

Industrialization Field Enterprises Educational Corpora-

tion, se Mart Plaza,Chicago, Illinois 60654.

d Mhchinin 16mm. Optical soUnd,

Precision Tbolmakin Picture
manutes. i o dern Talking
co or, New York
Services, 1212 Avenue of the Americas, New York,
10036.

- 14

156
 CAREER IlEORMAT ON SOURCES:

Industrial Careers Kit and Business-Careers Ki

Inc., P.O. r135, Fargo Flori1a-33

-I11 cl "a-of Careers and Vocational Guidance.

y ana. .mpany, inc., I Franklin-
City, New York-11530.. 1966. 2 volumes. .

EDUCATION RESOURCES INFORMATION CENTTER. C

Hma to Use ERIC. United States Office of Education, National

institute of Education. Available from Superintendent of
Documents, Government Printing Office, Washington, D.C.
20402. Stock No. 1780-0796. DHEW Publication No. (OE) 72-
129, Revised 1972. Ask for: Electrical Nhchinery, Machinery,
Industry, Electrical Occupations, Electron* 'cal Technology.

Lighting. Better Light/Better Sight Bureau, 90 Park Aven

ew York 10016. Bi-Monthly. $2.00 per year.

ication. Illuminating Engineering

w York, New York 10017.
Mbnthly. $25.00 per year.

Radio and Television Weekly. S. E. Davis 145 Avenue of the

Americas, New York, New-York 10013. Meekly. $10.00 per
year.

Communications
en nc., in v ey Stream, New, York
11581. Nbuthly. $20.00.

TRANSPORTATION_EWIPMENT

This major group includes establishments engaged in manufac-

turing equipment for transportation of passengers and cargo by
land, air and water. Important products produced by establish- ---
ments classified in this major group include motor vehicles, air-
craft, ships, boats, railroad equipment and miscellaneous trans-
portation equipment such as motor cy51es, bicycles and horse drawn
vehicles.

_57
144
ACTIVITIES MO EXPERIENCES
industry
To increase your knowledge of how the transportation
contributes to society, students may:

1. Review the developments made in air, land and sea

vehicles since 1900.

2. Visit a museum of science and technology to observe

vehicles that span the-development during this century.

Talk with older citizens and ask'them to recall the

transportation changes during their lifetime.

Visit automobile agencies and get a count of

autombiles
4.
sold in a year.

5. Visit air, bus, and railroad terminals and compare the

amount of passengers during the past year.

To identify with the field of transportation, the class

should:

Note the flow of goods and services :o and from your

1.
school during a two week period.

2. Visit garages, automobile Lnspection stations, and state

regulatory agencies to learn how supportive operations
male it possible to keep vehicles ia operation.
the
3. Visit local trusportation agencies to experience
the
use of electronic data processing equipment to
support of transport vehicles such as: inspection,
schednling, routing and inventory control.

4. Visit an automobile factory and observa the types of

jobs associated with the assembly line.

To gain experience in'this industry, students may:

and
1. Get involved with your school's flow of goods
services by helping the employees working in this area.

2. Obtain part-time employment in a garage, automobile

factory, bus terminal or railroad terminal.

3. Volunteer to help in moving goods and services for

other'
groups such as churches, schools, scouts and
charities.

158
-145
SOURCES OF INFORMATION

THE MANAi FUNCTION:

Nana ement (R) or (P) -- Tart II of Automation. 16mm Optical

soun , 24 minutes. Distributor: McGraw-Hill Textfilms,
330 West,40 Street,'New York, Neld York 10036.

THESUPPORT FUNCTION:

uters and the Mina of Man. (TO Each film is 16mm.

tical sound color, 29 minutes. Indiana University Audio-
Visual Center, Bloomington, Indiana 47401. Titles are:

1. Logic by machine 4. The Control Revolution

2. Universe-of-numbers 5 Manager-and-ModeIs
3. Universal machine 6. Engine at the Door

Finance: Personnel Management and Supervision. R. P.

Calhoon. Appleton-CentUrrafts, 440 Park-AVenue South, N
York, New York 10016.

Public Relations: An Occi.ational _Guide to Public Relations.

Public Relations Society o-AMerica,-.nne.;-845 Thira AVenue,
New York, New York 10022. 1969.

Sales and Marketing: Career Informajon: Marketin

Distribution. American ocational sociation,
SW-.e51,73717, Washington, D.C. 1970.

ThT ENGINEERING FUNCTION:'

A Career of Opportunity (Engineerin National Society of

Professional Engineers, 2029 K Street, N.W., Washington, D.C.
20006. 1967. (Free)

En ineerin Techno o Careers. National Council of Tech-

nic treet, N.W., Wrashin on, D.C. 20005.
1966.

En ineerin With Glass. (FL) 16mm, optical sound, color, 28

minutes. aming lass) Distributed by: Association
Sterling Films, 866 Third Avenue, New York, New York 10022.

lity and Reliability Engineering: Statistic 11

Control. E. L. Grant. 3rd Edition. aw- an-
pany, 130 West 42nd Street, New York New York 10036. 1964.

Reliabili Princi.les al Practices. S. R. Calabio.

raw- o sniparl,. ThOWéf42nd Street, New York,
New York 10036. 1962.

- 146

159
THE FACTORY FUNCTION:

Industrial Measu ement Patrick

gg raw- y, 3 I est 42nd Street,
New York, New Ybrk 10036. 1966.

-tomobile Facts and Fi -es Automobile Manufacturers

sociatitin, 3 en lding, Detroit, Michigan
48202. (Free)

b nt Outlook. Factory a-
Facto Occ ations:
se ers, nspectors, etc. Superintendent of Docu-
tives,
ments, United States Government Printing Office, Washington,
D.C. 20402. Stock No. 2901-0825.

:S.?:)97 of Oil_and Gas. Phi11iP5 Petroleum Company, Editorial

Division, 467 Adwns uilding, Bartlesville, Cklahema 74063.
(Free)

ufacturin Maii and His job. Robert E. Finley and Henry R.

io. eric an ". -gement Association, Inc., 135 West 50th
New York, New York 10022. 1966.

The Industrial Worker. (P) 16mm, optical sound, color, 17

minutes. Distri utor: Encyclopedia Britaanica Film Corpora-
tion, 425 North Michigan Avenue, Chicago, Illinois 60611.

It's Your Move. (FL) 16mm, optical sound, color, 24 minutes.

Dritratodern Talking Picture Service, 1212 Avenue of
the Americas, New York, New York 10036.

ht Hand of Plen The. (FL) 16mm, optical sound, color,

nanutes. st utor: Mbdern Talking Picture Service,
1212 Avenue of the Americas, New York, New York 10036.

World of Automated Assemb41. (FL) 16mm, optical sound,

minutes, Oilman Engineering and Mhnufacturing
Company, 305 West Delavan Street, Janesville, Wisconsin
53545. 1970:- (Free Loan)

CAREER INFORMATION SOURCES:

American Mhna ement Association Information Service. 135

treet, e o ew, or II ection II
I
est
Sources of Information on Specific Careers.

EDUCATION RESOURCBS,INFORMATION CENTER (ERIC):

National
How to Use ERIC. United States Office of Education,
of
TaStitute-ofEdUcation. Available from Superintendent
Documents, Government Printing OffiCe, Washington, D.C.

- 147 -

160
 \
20402. Stock Mo. 1780-0796. DEDI Publication No. (0 72-
129, Revised 1972. Ask for: Automobile Assembly Lubr -
cants, Transportation.

Automotive Industries. Automotive Industries International,

Chilton Way, Radnor Pennsylvania 19089. Wmthly. $5.00 per
year.

Auto Truck Parts Digest. National-Auto and:TruCk Wreakers

Ai-i-Oaition, 18 gedond7Avenue, San Mateo, :California 94402. ,

Monthly.

AutomotiVe international information. Motor'Vehicle Manu-

facturerS ASSOCiation, 320-*WCenter Building, Detroit,
'Chigan 48202. Quarterly. (Free)
.

. Tunnel Pul,lications,-Inc., 1602

on, Texas 77066. Monthly. Controlled
Circulation.

FligitMaazine. Box 24 1, Jacksonville, Florida 3320

nthly. $12.00 per year.

Boating Industry. Conover-Mast Division Cahners Publishing

Company, 205 laSt 42nd Street, New York, New York 10017.
Monthly. $15.00 per year.

Modern Railroads. Watson Publicati Inc. Subsidiary of

raaii's-riiFfiThalg Company, 5 South Wabash, Chicago, Illinois
60603. Restricted Circulation.

Railway Truck and Structures. Siimnons Boardman. Monthly;

Off-Per year.

American B. clist arid Notor ct is cling Press, Inc.,

ven e o prk 10001. $6-.00:per year.

PROFESSIONAL, SCIENTIFIC

This ma or group includes establishments engaged in manufac-

turing mechanical measuring, engineering, laboratory, and scienti-
fic research instruments; optical instruments and lenses; surgical,
medical and\Oental instruments, equipment and supplies; ophthalmic
goods, photographic equipment and supplies; and watches and clocks.

-148-

161
ACTrVITIES ANI) EXTERIENCES

To gain an insight into the role of government in the pre-

cision instrument industry, students should:

1. Write to corporations and government bureaus to identify

regulatory licensing and measurement standards.

2. Visit local firms that manufacture'precision instruments

and ask them what types of goverment contracts they
have. ,)

3. Check with area professional groups and talk with the

various attendees, Perhaps students mayjoin as a
student rrember and share the activities related to.
instrumentation.

-Save news releases,-sales information and other data

that relates to industries that emanate from govern-
mental contracts.

To identify with the field of p cision iustnments produc-

tio students may:

1. Visit a museum of science and industry to review the

history of development of navigational, photographic and
surgical instruments.

Read accounts of events associated with the invention,

production and use of precision instruments.

Interview technical and professional people in the

community with emphasis on accomplishments made possible
through the skilled use of professional, scientific, and
control instruments.

URCES OF INTORMATION

THE NIANAGEITr FuNcr ON:

an and Ci The ibilities of Business

emou mpany, c e a-
1967. (Free)
tionsDepaii.znent Wilmington, Delaware 19898.

Industrial t Series (R) (P) McGraw-Hill Text-

ilnis t ee ew York, New York 10036.
Titles-are:

Delegating Work 4. Personal Problems

, 1.
Enforcing Rules and Procedures 5. Personality Conflict
2.
6. Trouble with Women
3. Hidden Grievance

149

162
 THE SUPPORT FUNCTION:

Co i.uters and the Mind of Man. (R ) Each film is 16mm,

optic souri, co_or, minutes. Indiana University Audio-
Viswd Center, Bloomington, Indiana 47401. Titles are:

1. Logic of Machisie 4. The Control Revolution

2. Universe of Numbers 5. Manager-afid Mbdels
3. Universal Machine 6. Engine at the Door

Public Relations:
Public Relations Some
New York, New York 10022. 1969.

Sales and Marketing: Sales I. Thomas. Dis ibu-

tive Education Curriculum Labora The University of
Texas, AuStin, Texas.

CareerInformatioft: ketin d Distribution. American

o io sociat ashin on,
D.C. 1970.

THE ENGINTERING FUNCTION:,

En tneerin A Career. 3rd Edition. Ralph J. Smith.

a o .mpany, 330 Vilest 42nd Street, New York,
New York 10036. 1969.

and Reliability Engineering: Ins ection and Ga in .

2nd Edition. The Industrial Press, New Ybik, New Yó1k.

1951.

Maintaining_ lity_Standards. 16mm. ) Opticalsoumd,

B&W, 10 minutes. _Available-from A-11 Extension Service,
UniverSityof Minnesota, 2037 University AVenue,
Minneapolis, Minnesota 55455.

THE FACTORY FUNCTION:

The Testin ection of En inee 3rd

E. non. avis an er c
Company, 330 West 42nd Street, New Ybrk, New Ybrk 10036.
1964.

Education Materials' Catalo- Can Manufacturers Institute.

821 15th Street, NX, Wasington, D.C. 20005.
_

World ofAutomated Assemblyi (FL) 16mm, optical sound,

color,T17 minuteS.- CifMan -gineering and Manufacturing,
305 West Delaven Street, Janesville, Wisconsin 53545. 1970.
(Free Loan
163
150 -
Tho Common Denominator. 16mm, optical sound, col-0/, 30
rii7411157-E- Modern Talking Picture Service, 1212
AVV3110 of the Americas, New York, New York 10036.

CkREER UNTORMATION SOURCES:

and Business Careers Kit. Careers,

Indus':rial Careers Kit
Inc., PJ.TBox 15, Largo, Florida 33540.

rican Personnel and Guidance Association. 1607 New

on, I. . a009. Titles are:
e avenue,
CarPers in
Careers in. Industry, Careers in Machine Trades,
Skilled services.

EDUCNTION RESOURCES INFORMATION CENT-

Education, National
How to Use ERIC. United States Office of
Superintendent of
Institute of Education. Available from:
Documents; -Government Printing Office, Washington, D.C.
DHEW Publication No. (OE) 72-
20402. SteckNo. 1780-0796.
129, Revised 1972. Ask for: Electrical Appliances,-Electri-
cal Occupations, ElectrOmechanical Technology, Electronics
Instrumentation.
and Electronics Industry, Measuring Instruments,

CAREER INFORMATION SOURCES:

InfOrmation Ser-
American Management Associa ion, Mhnagement
YOrk 10020',
vices, 135 We5t SOth Street, New York, New
Clypewritten,_28 pp.
Sources of Information About'Careers.
s 1st is arr ge y categories as reflected in
ee
the following headings:

Section I General Sources of Career Information

Section II Sources of Information on Specific 'Careers
Section III Summer.jobs and Teenage Employment
Section iv Kntermational Job Opportunities
Section V Materials for Career Guidance Counselors
Section VI Job Seeking Strategy and Methods
tional Career
American Personnel and Guidance Association,'
Washington
Information Center, 1607 New Hampshire Avenue, N.1141.,
a h . Monthly, except
D.C. 20009. Career Resource Biblio
. a. per-year to me ers, $25.00 to non-
June and July.
pertinerice to this'
members. One document of particular
curriculum is Volume 2, No. 4, February, 1974, titled "Careers
Sources and documents are
in Manufacturing and Industry."
listed under these headings:

Books and Pamphlets - Government PublicationS

Films, Filmstrips and Cassettes Commercial Publishers

164
151

,
 This organization also publishes a Biblio
Chreer Information, at $2.00;

B'nai B'rith Career and Counseling Service, 1641 -Rhoi Island

Avenue, N.W., Washington, DX. 20036, has.many uSeful tems,
which are available for purchase. There is one free i em
which is quite useful for use as a nucleus or.to supplement
career information files. It is titled A "Starter_File" of
Free Oc "ational Literature," by and
e te y rman eingold. Listed in this document
are 130 pamphlets which are available_free,_on-a-single-copy=--
basis; most of them are-froMrprofessional societies or trade ;
associations.

Califomiçpiona1 Guides. Department of Human Resources

Development, seai-6-iiirgaTistics, 800 Capitol Mall,
Sacramento, California 95814. Utile for list of guides,
approximately 25 of which are applicable'to the manufacturing
field. A single copy of each is free.

Forrester, Gertrude: Occupational Literature. An Annotated

Biblio a h H. W. Wilson CourpthTY9-S-0 UniverSity AVenue,
Bronx, e ork 10452. 619 pp. This is the latest edition
of one of the s dard wurks in the field. It lists over
6,500 items, incluo; g books, pamphlets, and government
-publications. Arran ent-is alphabetitalIrbY Pb-titles;
includes D.O.T. codes, gives educational information where
applicable.

Natignal Association of Trade and Technical Schools, 2021 L

Street, N.W., Washington,.D.C. 20036. Send for their Direc-
o of Accredited Private Trade and Technical Schools.
ese roprietary s oo s o_ten provi training ch is
more narrowly task-oriented for those who, for one reason or
another, do not wish to become involved in an Associate
Degree program, or who need only certain types of skill
upgrading or refreshing.

United States Government documents: Sone of the most useful

ones, such as the Occ ational Outlook Handbook and its
supplementary Occ ational Outlook I rterl , have been
described else ere in is source ua It_is prudent to
point out, however, that many other documents are available,
-particularly from the United States Department of Labor.
Catalogs are free from the Superintendent of Documents,
United States Government Printing Office, Washington, D.C.
20402.

152

16
 ---

Inc.,
The Job Family Series. Science Research Associates,
Each 44
259-East Erie-Street, Chicago, Illinois 60611.
$24.25'for the set.
pages, $1.50 for individual booklets
These twenty booklets are in accordance with the gross
classilication scheme of the D.O.T., such as Clerical jobs,
Technical-jobs, etc.

Vocational Guidance-Manuals, 235 East

, New York 10017.
Cloth bound $3.75
treet,
different,Occupations in
paper $1.95. This series covers 62
here 'are on accoun-
'separate books. Those of major interest
and environ-
ting; market research; sales; public relations;
Lists educational requirements job oppor-
mental sciences.
tunities, educational institutions, and other iniormation.

Career Briefs and Summaries. Careers, Inc., P.OL Box 135

argo, o n.- 335k S. 21.60 per year, or 20ct each for
individual summaries, 350 for briefs. This is aset of 110
up-to-date career items, issued monthly &ming the school
through Semi-skilled
year. Coverage.ranges frRm non-skilled
to the semi-professional, çechnical ,=and professional occu-
pations. 0
ahs. World Trade Acdemy Preist, 50
Career Information Mb
treet, e o ew York 10017. AproximaeIy
.50 per booklet. A series of monographs coyening
fields and the specialties within each. Includes co rage of
wOrking c nditions,
the work, training, advancement potential,
including schblarshi and
and educational opportunities,
bibl' graphy,
fellowship information. Each monograph has a
about 20 pageS.

Brief Libra Finney Company, 3350 Gorham

Occ a i
eapo is, esota 55426. Includes riefs on
ven .

well as
many man acturing occupations, in supportive
skill areas.
Sextant
e, in 53215.
nc
ional require-
ete set 196.50. job descriptiois, ed
potential for advanceme and the other
ments, experience,
usual coverage. The outstanding feature o this series is a
ws the student
self-administered persona1 profile which
aptitudes to
to compare his own personal preferences and
Graphic
those of the occupation. .Among the 16 volumes are
Arts and Publishing; Mhnufacturing/Salaried; Manufacturing/
Instructor's
Wage; and Professions. Complete set includes
Manual, wall charts, cross index, and forms for the profiles.
 _hdise Handbook of Occvations, J. G. FerguSon Publishing ,

CompanY, 6 NorthJechlt#HAvenue0, Chicago Illinois 60602.'

Single-page descriptions of over 300 of the,mo,StPoPillar
jobs. Each covets the type of Werk, persdnatqualifiCatiOns,
educational requirements, salary ranges potential for advance-
ment, and long-rangeoutlook.

clo edia of Careers and Vocational Guidance. J. G.

erguson g ompani7-0771W--71715EirlEset $39.50.
Volume I contains broad coverage of 71 general career fields.
Volume II is specific. It covers in detail about 650 occupa
tions, and relates each back to the broad coverage in
Volume I, where history, developments, future trends and
outlook are discussed. Volume II goes into detail about
training and other entry-level requirements, wages, etc.

The Eac clo e 'a of Careers and Vocational Guidance

p e e y an. ompany, nc. F
Avenue, Garden Ci New York 11530. 1966. TWo volumes.
$39.50. A series of articles, written by an expert in the
field. Ranges from career guidance road) to job selection
(specific).
1

The Macmillan Job Guide to American Co- rations.--Ernest-A.

y. any, 6Third Avenue, New York,
New York 10022. 1967. $7.95. Lists over 250 leading
corporations, and the career possibilities in each. Cor-
porate details such as number of.employees, fringe.benefits,
and products are discussed. Educational and personnel
requirements are told in detail.

an the Job. Joseph L. Norton, Editor. J. G. Ferguson Pub-

LW-Carl:law, 6 North Michigan Avenue, Chicago, Illinois
60602. 1970. $7.95. Work'diaries compiled over ten years,
covering 65 actnal job situations. They,approach jobs in a
more subjective manner than other publications. More concern
is shown for what the worker feels about what he does an a
day-to-day basis.

at to do After School Charles G. Spiegler and

iner. cience search Associates, Inc. 1971.
75 pages. $2.59. This is aimed primarily at the student who-
will go into technical or other jobs -which require less than
a four-year college education. Lists requirements for the
various types of jobs, and sone of the technical training
schools for each.

YOur Caree ection Guide. Allen B. Goldenthal, Editor.

gents is g ompany, Division of Simon and Schuster,
200 Park Avenue South, New York, New York 10003. 1968. 128
pages. Cloth, 0.95; paper, $1.95. Ediwational requirements
and aptitudes needed for about 100 high-demand jobs.

- 154
167
 New Hhmp
American Personnel and GUidance Association, 1607
All films a
Washini,ton, D.C. 20009.
shire Avenue, N.W.,
Careers in Indust
16mm, color, 3.) minutes. 'Otles:
Careers in Machine Trades; C2122.1.E24sEass.
Philadel'hia,
Counselor Films, Inc. 2100 Locust Street,
Pennsylvania 19103. films
All
15 or'16 minutes. Sale:
are available
4
in 16/ , color,
$2200 Rental: $30. A11 are also
available as filmstrips, cassettes or videotaplassettes.
The World of/ ork and
TWo titles are general interest:
Approximately 15 of the 46-films
How A Career Develo s.
Current caialog available.
apply to thé manufacturing area. /
Reynolds/Avenue, Santa Ana,
Doubleday Media, Box 11607, 1307
Technician. 16mm,
California 92705. Title: Careers:
color, 12 minutes. Sale: riT0777-7
/
2323 New Hyde Park Road, New
Modern Talking Picture Service
What's So scial About
Hyde Park, New York 11040. Title:
Pa er. 16mm, color, 28 1/2 minutes.'
ataIog.
General Services Administra-
National Audio-Visual Center ities in the
Title: o
tion, Washington, D.C. 20409. e
ine Trades. 16m, color, 7 minutes.,
n a I $7Sff. This government-operated center also'has
in the armed services,
many films on various technical careers stones to civilian
which could conceivably be used as stepping
careers.

168

- 155-
 SUGGESTIONS FOR- EXT N ED U AGE 'OF THE
INSTRUCTOR'S GUIDE

Primarily, this guide was developed to:

I Enhance and promote understanding of the Manufacturing

Enterprise; -

Provide a structural-model of manufacturing to.support

and facilitate understanding; and

,Provide instructional models and related information

enabling school system personnel to design, develop and
conduct courses directed-toward exploring and planning
2 for careers, occupations and/or jobs within the Manu-
facturing Enterprise.

The main purpose is to provide exploratory experience. The

problem yet to be resolved is how much understanding. All of the
known knawledges, skills and attitudinal components are within the
field encompassed by the terminology--manufacturing. All of the
functions, scope, purposes and interests of all other named
"clusters," i.e., Transportation, Business Health, Construction,
andTersonal Services, are in existence wiihin, and/or highly
interact with, manufacturing. There may be some unique specialty
in other delineated cluster functions Or scope. Hbwever, theie
will not be too different from those encountered within the Manu-
facttring Enterprise.

The Manufacturing Model was formed in a structural format

which is typically generic. This was accomplished to serve the
main reason of promoting understanding in a multi-dimensional
environmental envelope. Also, Manufacturing, as modeled in order
to facilitate exploring and preparing-for careers in other related
"clusters." Once any cluster is thought of in these three (3)
dimensions, higher degrees of relationship can exist. For
instance, using the structure of Manufacturing to explore or
prepare for careers or occupations in any other "cluster" field is
possible, as:

1. Functions would not change in scope; maybe the title,

but not basic duties, knawledges and skills; and factory
functions might change to service functions.

2. Processes may be delimited to one or two, but keep same

scope and purpose; and,

169
156
 Product types and numbers may be reduced considerably,
such as Business
even to concentrating on one category,
Machines fbr the "Business Cluster."
the general
However, it is hoped that the model will serve
in and between all
purpose of providing an interrelationship
segment of exploration activities.
clusters in the extended
to develop
The instructor and counselor have an opportunity
conditions of students and
bi-model curricula and better meet in
by viewing the model
their purposes. This can be accomplished primary case in pro-
sense-"-as would be the
a reductive-abstract
moting awareness, orientation and exploration activities. Also,
sense--as
the model is equally useful in a holistic--taxonomic
consideration in hard skills acquisition
might be the primary
during the preparation phase activities.
model se i-
When using both instructional modes, the
culum development in an articulation mode as well.

the
The educational program growth from the abstract to
in thesecondary
specific fits in with standard courses on-going
developed will be related to the world
school. The curriculum so requisites, should either
of work and to post-secondary education
desired.
immediate job-entry or further education be
generic. They
The other models displayed herein are, also,
development and/or from
can be utilized for direct curriculum and problem
instruction at discriminatidn, concept learning
information and data generated
solving levels. Equally well, the
field theory learning
by the models can be utilized to pronote
be desired. The type and kind activi
enterprises should this
interpretation, reduc-
warranted or desired is a matter of model
instructors have a choice or
tive or holistic. The counselors and
needed.
can blend each to the degree desired or
generated by them,
The models, and the information and data
and presently used curriculum
are quite compatible with known loss or conflict
development models. There should be little
displayed herein when
encountered by use of the primary models
development models.
used in concert with standardized curriculum
the(inclusion of
What is not encompassed within.any model is
for what purpose
the major shaping parameters affecting how and
the model is to be used.
and
The assignment and assessment of,worth, values, beliefs
is utilized in
attitudes which can and will evolve as the model
school systems student
curricula development is a matter fdr the

170
- '157 -
and support personnel consortia to determine. The.sCope of usage'
and assessment will be a function.of the curriculum purpose be it
training,,education or development.

.
The models presented herein are not generally used for pur-
poses of prediction or control'only. The last bda dimensions of a
research posture. It is hoped that the effort enhances explora-
tory knowledge, the Primary purpose. 'At the present time, it-is
suggested that the guidelines presented be used only for that
purpose.

171

- 158-